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Manual 



FOR 



Borough and Township 

HIGH SCHOOUS 



IN 



Pennsylvania 



ISSUED BY 

THE DEPARTMENT OF PUBUC INSTRUCTION 

SECOND EDITION (REVISED) 



HAREISBUEG, PA.: 

WM, STANLEY RAY_, STATE PRINTER 

1914 



MANUAL 



Boroiigli and Townsliip Higli Schools 



PENNSYLVANIA 



ISSUED BY 



The Department of Public Instruction 



Second Edition (Revised) 



;h^»« 



HARRISBURG, PA. : 

WM. STANLEY RAY, STATE PRINTER 

1914 






(4) 



MANUAL FOR 



Borough and Townsliip Higli Schools 



IN PENNSYLVANIA 



INTRODUCTION. 



The continuous demand for copies of the first edition of the High 
School Manual issued in 1909 has long since entirely exhausted the 
supply. In the revised edition the aim has been to assemble and ar- 
range the work in accordance with the ideas gained by experience and 
in keeping with approved practice in many good high schools. In 
collecting the material free use has been made of the National Educa- 
tion Committee reports, text books and general literatuie bearing on 
secondary education. 

The minimum requirements for admission to high schools do not 
constitute a course of study for elementary schools. They are 
intended to aid the teachers in the selection of the essentials of 
instruction, and to unify the work of the grades and the work of the 
high school. 

The outlines of high school studies are designed to aid teachers 
and directors in their efiforts to make the high schools efficient. 
These outlines have been planned on the assumption that the school 
year consists of at least nine months. Teachers and pupils are not 
expected to accomplish in seven or eight months, what is here out- 
lined for a school year. 

City high schools can of course attempt more than is here out- 
lined, and each community can make additions suited to its special 
needs and industries. 



LEGISLATION AND APPEOPRIATIONS. 

The last legislature appropriated one hundred thousand dollars 
to aid in the payment of the high school tuition of non-resident pupils, 
and four hundred fifty thousand dollars to support and encourage 

(5) 



6 

township and borougli high schools. High schools in independent 
districts as well as joint high schools will hereafter receive a share 
of the appropriation in aid of township and borough high schools. 

Under the last General Appropriation Act no district can partici- 
pate in this appropriation if its high school has an attendance of 
fewer than twelve pupils. Pupils who have not completed the stud- 
ies of the grammar school (usually known as the seventh and eighth 
grades) can not be counted as high school pupils. 

Pupils residing in a district which maintains no high school, can 
attend the nearest or most convenient high school at the expense of 
their district, and in order to lessen the burden of this expense and 
to strengthen the high schools already established, the legislature set 
apart the sum of one hundred thousand dollars to aid in paying the 
tuition of non-resident pupils. Judge Bouton recently gave an opin- 
ion that non-resident pupils applying for admission to a high school 
must be examined by the principal of that high school under the di- 
rection of the County Superintendent, and admitted by the vote of 
the Board of Directors in charge of said high school, their action be- 
ing duly recorded on the minutes, otherwise the district in which the 
pupil resides, is not liable for payment of tuition. 

No high school can hereafter receive appropriation as a high 
school of the first grade unless it has at least three teachers who 
devote their entire time to high school work during a period of nine 
months, and no high school can receive appropriation as a high 
school of the second grade unless it has two teachers who devote 
their entire time to high school work during a period of eight months. 

Section 1704 of the School Code says, ''Except in school districts 
of the first class, the board of school directors of every school district 
which shares in the special appropriation for high schools shall em- 
ploy for its high school during the entire term, a sufficient number 
of teachers for the teaching of any of the following branches ; namely : 
bookkeeping, civil government, general history, algebra, geometry, 
ihetoric, English literature, Latin (including Caesar, Virgil, and 
Cicero), physical geography, and the elements of botany, of zoology, 
of physics, and of chemistry. But no teacher shall be employed to 
teach any branch other than those enumerated in his certificate." 

The possession of a normal school or college certificate does not 
prove that the holder has the qualifications specified in the School 
Code. The County Superintendent can issue a provisional certificate 
for branches not named on the normal or college certificate, but this 
should be done only on the basis of an examination and should not 
degenerate into a mere device to obey the letter of the law while vio- 
lating its spirit and manifest intention. 

The classification of high schools is based upon the work actually 
accomplished and not upon the printed course of study. In cases 



of doubt the high school inspector may visit a high school several 
times to ascertain the facts. It is the law in some states and the 
custom in all to classify high schools on the basis of the shortest 
course from which they graduate pupils. This is necessary to com- 
ply with the requirements of Entrance Examination Boards which 
give credit for work indicated by high school certificates or diplomas. 

There are about forty learned vocations which aspire to the rank 
of professions and require a four year high school training as a 
part of the required preliminary education for the special courses 
leading to these vocations. Whilst for a large proportion of the 
pupils the high school is a finishing school, it should so far as pos-. 
sible aim also to be a fitting school for those who wish to enter a pro- 
fessional school, or a technical school, or a college. 

On the other hand the high school should not aim to do the work 
which properly belongs to the normal school. The last legislature 
appropriated a total of 1797,000 to pay at normal schools and city 
training schools the tuition of persons preparing to teach, and it 
should not be expected that township and borough high schools 
duplicate the work of these professional schools. 

Keviews of the common branches designed to prepare for teachers' 
examinations or for advanced classes in the normal school, should 
not be considered the legitimate function of township and borough 
schools, because such reviews interfere with the instruction needed 
by that great majority of pupils for whom the high school must be 
the finishing school. 

The use of tobacco and especially of the cigarette by high school 
pupils should be emphatically discouraged. High school principals 
are unanimous in declaring that the use of tobacco has a more or less 
harmful effect on the work of pupils if not upon their ph3^sical de- 
velopment. There is unanimity of opinion to the effect that the boy 
who srdokes is not as alert in the pursuit of his studies as the boy 
who abstains. Tobacco injures the memory, takes the edge off the 
reasoning powers, and weakens perception if used by immature in- 
dividuals. 



8 

MINIMUM KEQUIREMENTS FOR ADMISSION TO 
HIGH SCHOOL. 

The paragraphs below indicate the nature and scope of the work 
to be done in English : 

LITERATURE, GRAMMAR AND SPELLING. 

I. Pupils should have well defined notions about each of the 
following: Language, inflection, conjugation, declension, 
comparison, gender, person, case, number and voice. 

11. Knowledge of the pronouns and ability to use them. 

III. Knowledge of the sentence : — (1) Subject, (2) predicate, (3) 
classification according to use, (4) according to form, (5) 
ability to recognize and write each correctly. 

IV. Clauses: — Ability to discriminate between independent and 

dependent clauses. Drill in analysis of easy sentences. 
V. Sufficient acquaintance with parts of speech to be able to 
recognize the use of the words in the sentence remember- 
ing that the use determines the part of speech to which it 
belongs. 

VI. Drill on verbs according to use: — transitive, intransitive and 
copulative; according to form: — regular and irregular: 
and conjugation of same in all the tense forms. Some 
drill in the use of the infinitive and participle. 
VII. Knowledge of syntax. 

VIII. Ability to compose letters of good form : — (a) friendship, (b) 
invitations, acceptance and regrets, (c) business forms, 
(d) application for a position. 

IX. Practice in writing to train pupils to express clearly and 
connectedly what they have gained by experience, or what 
they have learned by reading. 
X. Knowledge of the paragraph (only as divisions on the page), 
quotation marks, punctuation marks, use of capitals, and 
reproduction. A study of a few model compositions for 
forms of expression and outline. 

XI. Ability to spell correctly all the words in common use. 
Pupils should early form the habit of consulting the dic- 
tionary. Their vocabularies may be strengthened and in- 
creased by daily study of new words. These words should 
be used in original sentences. They may be taken from lit- 
erature read, or other sources. The work in English will 
be much improved by such study. 
XII. Picture study may be used as a valuable aid in elementary 
English. Copies of the great masterpieces are easily ob- 
tained, and have not only a value as material for com- 
position work, but are more important for their aesthetic 
influence. 



9 

SELECTIONS SUITABLE FOR MEMORY WORK IN GRADES 

VI, VII AND VIII. 

Lincoln. — Address at Gettysburg. 

Longfellow.— Psalm of Life, The Builders, The Ship of State, The 
Arrow and the Song, Excelsior. 

Tennyson, — Charge of the Light Brigade, The Brook, The Bugle 
Song. 

Bryant. — To a Waterfowl, Thanatopsis. 

Whittier.— The Barefoot Boy. 

Finch. — ^^The Blue and the Gray. 

Holmes. — The Chambered Nautilus, Old Ironsides. 

Leigh Hunt. — Abou Ben Adhem. 

Sam. Foss. — House by the Side of the Road. 

Read. — Sheridan's Ride, Drifting. 

Drake. — The American Flag. 

Wordsworth. — The Daffodills. 

Howe. — Battle Hymn of the Republic. 

Shelley. — To a Skylark. 

BOOKS FOR READING AND STUDY IN GRADES 
VI, VII AND VIII. 

Longfellow. — Hiawatha, Courtship of Miles Standish. 

Irving. — Legend of Sleepy Hollcw, Rij) Van Winkle. 

Browning. — Pied Piper of Hamelin. 

Dickens.- — Christmas Carol. 

Hawthorne. — Tanglewood Tales. 

Whittier.— Snowbound. 

Ruskin. — King of the Golden River. 

Stowe. — Uncle Tom's Cabin. 

Cooper. — Leatherstocking Tales. 

Carroll. — Alice in Wonderland. 

Defoe. — Robinson Crusoe. 

Arnold. — Sohrab and Rustum. 

Perry. — Odyssey. 

Kipling. — Captain Courageous. 

Lamb. — Adventures of Ulysses. 

Chapin. — Story of the Rhinegold. 

Pyle.- — Story of King Arthur and his Knights, 

Wiggin. — The Birds' Christmas Carol. 

Page, — Santa Claus' Partner. 

Scott. — Talisman. 

Familiarity with a large number of the preceding books and poems 
is an essential part of any liberal education in the elementary school. 
To store the mind with the exact words of the authors who have 



10 

given us their best thought in beautiful form is far better than to 
commit useless mathematical formulas or technical definitions in 
any subject. 

Several of the selections to be memorized should be chosen in 
each of the last three years of the course. A specific and somewhat 
accurate knowledge of three or four classics and a familiarity with 
eight or ten others, will give a broad foundation for high school 
English. 



ARITHMETIC. 
Pupils should show ability to solve problems of reasonable diffi- 
culty. A fair degree of speed and accuracy in handling the funda- 
mental operations is expected. The following topics will suggest 
the scope of the work to be covered. 

(a) The four fundamentals. 

(b) Simple fractions: Addition, subtraction, multiplication and 

division. 

(c) Decimals: Writing, reading, addition, subtraction, multipli- 

cation and division. 

(d) Denominate numbers: — 

1. Tables in use: 

U. S. Money. 
Avoirdupois Weight. 
Dry Measure. 
Liquid Measure. 
Square Measure. 
Linear Measure. 
Cubic Measure. 
Time Measure. 

2. Reduction. Simple cases of ascending and descending. 

3. Practical measurements, 

4. Standard time (with geography). 

(e) Principles of percentage with practical questions in profit 
and loss, insurance, taxes, commercial discounts, commission and 
brokerage, and simple interest (one method only), omitting questions 
in which time and principal are to be found. 

(f) Negotiable paper and other business forms, as making out 
bills and keeping accounts (not formal bookkeeping). 

(g) Ratio and simple proportion. 

(h) Square root of small numbers, including integers, fractious, 
and decimals. 

(i) Mensuration of surfaces. 



11 

GEOGRAPHY. 

Pupils should be thoroughly iuformed about North America in 
the following: — 

I. Latitude and longitude. Seasons. Zones. 

II. Countries, United States, Canada, Mexico, Central America 
and Panama. 

III. Physical features. Mountain systems, river systems, water 
sheds, lakes, peninsulas, gulfs and bays, straits and islands. 

IV. Climate. Influence of elevation, removal of forests, nearness 
to the sea, prevailing winds, ocean currents, weather reports. 

V. The United States with fuller detail. 

1. Groups of States: — 

(a) North Atlantic. 

(b) South Atlantic. 

(c) South Central. 

(d) North Central. 

(e) Western States. 

2. (a) Location of States in each group with reference to 

the United States as a whole and the other coun- 
tries of North America. Surface, climate, import- 
ant rivers. Map drawing from memory. 

(b) Resources. Soil, forests, mineral and oil deposits, 

fisheries. 

(c) Industries and products. Agriculture, grazing, lum- 

bering, mining, fishing, leading manufacturing, 
mechanical, professional and commercial pursuits. 

3. Interstate travel and transportation. Trunk railroads. 

Steamship by lakes, by ocean. River navigation. 
Artificial irrigation. Immigration. 

4:. Cities. Location of one or more important cities in 
each of the leading states of the Union. Knowl- 
edge of about one hundred cities of North Amer- 
ica with full information about Baltimore, Bos- 
ton, Buffalo, Chicago. New York, New Orleans, 
Philadelphia, Pittsburgh, Quebec, San Francisco, 
Washington and Mexico. 

5. Dependencies. Names, location, climate, important 
cities, people, industries and products. Advant- 
ages to the United States. 



12 

6. Pennsylvania should receive fuller treatment; — physical 
features, products, industries, people of the dif- 
ferent sections of the State, areas in which farm- 
ing, mining, oil, coal, soft and anthracite, pre- 
dominates, relative i}osition of counties, educa- 
noted statesmen, scholars and poets, and chief 
centers of population. 

VI. South America and Europe should be studied in a manner 
similar to that of North America but with less detail, giving 
considerable attention to relative position and comparative 
size of countries, physical features, commercial centers, 
chief industries, natural resources, trade routes, and some 
study of special significance, such as history, education, 
art, literature, religion, etc., of each of the following cities: 
Athens, Berlin, Constantinople, Florence, London, Paris, 
Eome, St. Petersburg, Rio Janeiro and Buenos Ayres. 

VII. Asia, Africa, Australia and island groups should receive one 
full treatment. The success of this work will depend on how 
well the pupils have grasped the salient points and how 
thoroughly the details have been centered about these points. 



HISTORY. 



Pupils should be familiar with the following topics in American 
History. 

1. Causes leading up to the discoveries in the new world. 

2. The discoveries made by the different European countries, 
correlating the same with geography. 

3. The Colonial period with special reference to the early history 
of Virginia, New York, Massachusetts and Pennsylvania. Also 
causes of emigration, character of settlers, geographical situation 
of each colony, with climate and physical features, and a study of a 
dozen or more persons who took a prominent part in the settlements. 

4. Indian troubles. 

5. The French explorations and their attempt to control the 
Ohio River. 

6. The French and Indian War. The effects of the war. 

7. Memorizing twelve dates with the events they represent 
between 1607 and 1763, the end of the French and Indian War. 



13 

8. The Revolutionary Period. Causes of the Revolution (a) 
general, (b) as enumerated in the Declaration of Independence. 
A half dozen statesmen of this period. Several chief events. Re- 
sults of the war. 

9. The critical period of 1783-1789. Commercial disputes, 
boundary conflicts, western territory. Ordinance of 1787. Constitu- 
tion adopted. Articles of Confederation. 

10. Explorations and acquisition of territory. The Louisiana 
Purchase. Lewis and Clark, Industries. 

11. War of 1812. Causes, results, commercial independence. 

12. A few dates and events between 1765-1815 should be commit- 
ted to memory. 

13. 3815-1860. National growth. North West territory. Acqui- 
sition of Florida. Admission of Texas. Mexican War. Acquisi- 
tion of California. Great inventions. Tariff and revenue explained. 
The slavery question. Missouri Compromise; Compromise of 1850; 
Kansas and Nebraska Bill ; John Brown ; election of Lincoln. 

14. 1860-1870. Civil War and reconstruction; Secession; On to 
Richmond; Coast blockade; Appomattox; Constitutional Amend- 
ments. Purchase of Alaska; Alabama claims. 

15. 1870-1914. Industrial growth. Immigration. Spanish- 
American War. Peace Movement; Panama Canal. Reciprocity. 
About six dates with events between 1819 and 1914. Roosevelt and 
the Treaty of Portsmouth. 



PHYSIOLOGY. 



Pupils should be familiar with the divisions of the anatomy of the 
human body and with the general structure of the organs of diges- 
tion, respiration, the nervous system, and their main functions. He 
should be able to give the well established laws of health and the 
effects of stimulants and narcotics upon the organs of the body. The 
pupil should know what to do in case of accidents, and he should be 
acquainted witli topics bearing on public health and sanitation. 



14 
TYPICAL PROGEAM OF STUDIES. 

FIRST YEAR. 

Required. Electives. 

English. Latin. 

Algebra. German. 

Drawing. French. 

Household arts. 

Manual training. 

History. 

Introductory business. 

Civics . 

Agriculture . 

Commercial geography. 

Physical geography. 

SECOND YEAR. 
English . Latin . 

Geometry. German. 

Drawing. French. 

History. 

Household arts. 

Manual training. 

Botany. 

Zoology . 

Biology . 

Agriculture . 

THIRD YEAR. 

English. Latin. 

German . 

French. 

History. 

Physics. 

Commercial studies. 

Household arts. 

Algebra. 

Agriculture. 

FOURTH YEAR. 

English. Latin. 

German. 
French. 
Economics . 
Chemistry . 
History . 
Solid geometry. 
Commercial studies. 
Household arts. 
Agriculture. 

English should be required in each year of the high school. In high schools of all 
classes at least one unit of science, one unit of history, two units of mathematics, 
and two units of a foreign language should be required. 



15 

OUTLINES OF HIGH SCHOOL STUDIES. 



ENGLISH. 

It is universally agreed that English should be taught in each 
year of the high school. During the first two years approximately 
one-half of the time should be assigned to training in composition, 
and one-half of the time to the study of literature. High school 
schedules offering four recitations a week in English should assign 
during the first two years two periods each week to training in com- 
position, and two periods each week to the study of literature, and 
during the last two years one period each week to training in com- 
position and three to the study of literature. By the study of litera- 
ture is meant the study of the works of good authors, not the study 
of a manual of literary history. 



THE ATMS OF THE HIGH SCHOOL COUESE IN ENGLISH AS 
STATED BY THE COMMITTEE ON REORGANIZA- 
TION OF SECONDARY EDUCATION. 

''The Committee believes that a single statement of aims will prove 
serviceable as a guide to the English work of all schools. Stated 
broadly, it should be the purpose of every English teacher, first, to 
quicken the spirit and kindle the mind and imagination of his pupils, 
and to develop habits of weighing and judging human conduct, with 
the hope of leading them to higher living; second, to supply the 
pupils with an effective tool for use in their future private and public 
life, i. e., the best command of language which, under the circum- 
stances, can be given them. 

The particular results to be sought may be somewhat specifically 
indicated as follows :* 

I. ' In general, tlie immediate aim of secondary English is twofold : 

a) To give the pupil command of the art of expression in 

speech and in writing. 

b) To teach him to read thoughtfully and with appreciation, to 

form in him a taste for good reading, and to teach him how 
to find books that are worth while. 

These two aims are fundamental; they must be kept in mind in 
planning the whole course and applied in the teaching of every term. 

II. Expression in speech includes: 

a) Ability to answer clearly, briefly, and exactly a question on' 

which one has the necessary information. 

b) Ability to collect and organize material for oral discourse 

on subjects of common interest. 

*Thls outline, here considerably modified, was originally prepared by Allan Abbott, of the 
Horace Mann School, Columbia University, and appeared in the English Journal for October, 1912, 



16 

c) Ability to present with dignity and effectiveness to a class, 

club, or other group material already organized. 

d) Ability to join in an informal discussion, contributing one's 

share of information or opinion, without wandering from 
the point and without discourtesy to others. 

e) For those who have or hope to develop qualities of leadership, 

ability, after suitable preparation and practice, to address 
an audience or conduct a public meeting, with proper dignity 
and formality, but without stiffness or embarrassment. 

f ) Ability to read aloud in such way as to convey to the hearers 

the writer's thought and spirit and to interest them in the 
matter presented. 

NOTE. — All expression in speech demands distinct and natural articulation; 
correct pronunciation ; the exercise of a sense for correct and idiomatic speech; and 
the use of an afirecaile and loell-managed voice. The speaker should he animated 
iy a sincere desire to stir up some interest, idea, or feeling in his hearers. 

III. Expression in writing includes: 

a) Ability to write a courteous letter according to the forms in 

general use, and of the degree of formality or informality 
appropriate to the occasion. 

b) Ability to compose on the first draft a clear and readable 

paragraph, or series of paragraphs, on familiar subject- mat- 
ter with due observance of unity and order and with some 
specific detail. 

c) Ability to analyze and present in outline form the gist of a 

lecture or piece of literature, and to write an expansion of 
such an outline. 

d) Ability, with due time for study and preparation, to plan and 

work out a clear, well-ordered, and interesting report of 
some length upon one's special interests — ^literary, scientific, 
commercial, or what not. 

e) For those who have literary tastes or ambitions, ability to 

write a short story, or other bit of imaginative composition, 

with some vigor and personality of style and in proper form 

to be submitted for publication, and to arrange suitable 

stories in form for dramatic presentation. 

NOTE. — All expression in writing demands correctness as to formal details, 
namely, a legible and firm handwriting , correct spelling, correctness in grammar 
and idiom, and. ohservnnce of the ordinary rules for cavifals and marks of punctua- 
tion; the writer should make an effort to gain an enlarged vocabulary , a concise 
and vigorous style, and firmness and flexihility in constructing sentences and para- 
graphs. 

IV. Knowledge of books and power to read them thoughtfully and 
with appreciation includes: 
a) Ability to find pleasure in reading books by the better au- 
thors, both standard and contemporary; with an increasing 
knowledge of such books and increasing ability to distin- 
guish what is really good from what is trivial and weak. 



17 

b) Knowledge of a few of the greatest authors, their lives, their 

chief works, and the reasons for their importance in their 
own age and in ours. 

c) Understanding of the leading features in structure and style 

of the main literary types, such as novels, dramas, essays, 
lyric poems. 

d) Skill in the following three kinds of reading and knowledge 

of when to use each : 

(1) Cursory reading, to cover a great deal of ground, getting 

quickly at essentials. 

(2) Careful reading, to master the book, with exact understanding 

of its meaning and implications. 

(3) Consultation, to trace quickly and accurately a particular fact 

by means of indexes, guides, and reference books. 

e) The habit of weighing, line by line, passages of especial sig- 

nificance, while other parts of the book may be read but once. 

f) The power to enter imaginatively into the thought of an au- 

thor, interpreting his meaning in the* light of one's own ex- 
perience, and to show, perhaps by selecting passages and 
reading them aloud, that the book is a source of intellectual 
enjoyment. 

NOTE. — All hookwork should he done with a clear understanding , on the students 
part, as to what method of reading he is to use and ichich of the purposes men- 
tioned above is the immediate one. To form a taste for good reading it is desirable 
that a considerahle part of the pupiVs outside reading he under direction. To this 
end, lists of recommended hooks should he provided for each grade or term. These 
lists should he of considerahle length and variety to suit individual tastes and degrees 
of maturity. 

V. The kinds of skill enumerated above are taught for three funda- 
mental reasons: 

a) Cultural. To open to the student new and higher forms of 

pleasure. 

b) Vocational. To fit the student for the highest success in his 

chosen calling. 

c) Social and ethical. To present to the student noble ideals, 

aid in the formation of his character, and make him more 
efficient and actively interested in his relations with and 
service to others in the community and in the nation. 

NOTE. — These fundamental aims should he implicit in the teacher's attitude and 
in the spirit of the class loork, hut should not he explicitly set forth as should the 
immediate aim of each class." 

THE COURSE IN ENGLISH INCLUDES LITERATURE, COMPOSITION 

AND RHETORIC. 

Oral Composition. Throughout the high school period much em- 
phasis should be put upon oral composition. Training in correct oral 
expression not only prepares for better written work but it is un- 
questionably the "vital and essential form of language." Every 



18 

recitation whether conducted by the question and answer, topical or 
mixed method, offers excellent opportunities for oral composition. 
The topical recitation can be rambling and valueless, or it can be or- 
ganized. It is the business of the teacher to demand the kind of 
topical recitation that calls for an assembling of facts in the mind 
and a grouping of the ideas in accordance with the principles of 
unity and coherence, the right choice of words and the proper use 
of connectives. The answers to large and fundamental questions 
in such subjects as history, physics or mathematics demand on the 
part of the pupil serious thinking in order to be understood by all 
members of the class. Fluency and skill in oral expression will come 
only from much oral practice with strict adherence to the principles 
of discourse. With the vocabulary enriched by a wide acquaintance 
gained through use with the guiding or relational words in sentences 
the frequent repetition of ''and" in a brief oral composition will soon 
disappear. Much reading aloud regularly carried on by the pupils 
both in class and out of it will greatly aid in acquiring ease and 
fluency in oral expression. The debating society, too, offers an oppor- 
tunity for oral expression. Here as in the recitation, pupils should 
be encouraged in communicating and exchanging ideas freely to 
compose well while loose or trivial discussions — work unbecoming 
the dignity of the school — should never be tolerated. 

Rhetoric. A knowledge of the elementary principles of rhetoric 
will be valuable in practical English only in so far as this study 
aides in the interpretation of literature and as it furnishes a training 
in speaking and writing. There is often great waste of time to the 
pupils in putting stress on the laws of discourse as such instead of 
giving them a kind of training that leads to effective composition. 

A good text-book on composition and rhetoric, for the majority of 
teachers, is quite indispensable. It should be a book in which the 
principles which govern good writing, and practice in the application 
of those principles, are not separated. Even when the book does not 
make such correlation, it must become the practice of the teacher to 
teach no law of expression without the instant application of that 
law, and make a constant demand for its application in all subse- 
quent work, even after the study of that particular law as such, 
is over. The order and arrangement of topics must be adapted to the 
needs, capacities and interests of the pupils. Letter writing fre- 
quently appears well along toward the middle of a large number of 
books. It seems a great mistake to postpone instruction and practice 
in a form of composition which offers so easy and ready a means of 
approach to the more formal written work. The most fitting time 
for a systematic study of rhetoric and its application is during the 
second year. 



19 

One conclusion bearing on what shall be taught in rhetoric arrived 
at by Carpenter, Baker and Scott in The Teaching of English is "That 
the best method is one which, while not neglecting the study of cor- 
rectness, lays most stress on the construction in the larger sense of 
the word, — ^the building up of a complete idea through a series of 
sentences or paragraphs." 

Grammar. There will be abundant opportunities in the work in 
English during the four years by constant and continuous applica- 
tion and practice in the use of correct forms to strengthen and make 
permanent in the minds of the pupils the knowledge of grammar ac- 
quired in their earlier years. No doubt such topics as sequence of 
tenses, verbals, irregular verbs, phrases, clauses, prepositions with 
stress on the proper use with verbs, relative pronouns and syntax 
should, as the need arises, be given a fuller treatment than the im- 
maturity of the pupils in the grades allowed. However, this should 
in no way make it seem necessary to assign a half or a larger portion 
of the first year to the study of grammar. When pupils show their 
inability to use correctly the relative pronouns in their oral or writ- 
ten composition, the need of instruction and drill in this topic is at 
once apparent and a real motive for such instruction is furnished. 
The study of Latin in the first year provides ample material for re- 
view in the essentials of English grammar. 

The main point is to place the stress where it is needed. Instruc- 
tion in topics of general and wide application should doubtless be 
given during a part of the period in composition. Now and then the 
reading period will furnish the occasion for effective drill. Fre- 
quently the pupil needs individual help and this requires sympathetic 
treatment. Standard text books in English Grammar should be pro- 
vided or made easily accessible for reference by the pupils. 

First Year. 

Literature. The selection of the reading material in the first year 
depends largely on the extent of reading previously done by the 
pupils in the elementary grades. The controlling principle in deter- 
mining the fitness of a selection is that it must be within the under- 
standing of the pupils and that it will be of such a kind that will 
likely create a permanent interest in good reading. In schools 
where the pupils read well, the study of Homer's Odyssey and Shake- 
speare's Julius Caesar during the first half of the year will not only 
supplement the ancient history but furnish a variety of subject mat- 
ter for discussion and written exercises. 

The aim of the reading during this year should be for enjoyment 
and appreciation. Let it be rapid. Pupils like things to happen. 
Too much detail in analysis, study of words, and rhetorical features, 
becomes tedious and destroys interest. Attention should be given 



20 

to the main points, such as the plot, the back ground, the characters, 
and the personality of the author. The first two prose forms and 
the two poetic forms studied this year should be fully completed 
in class under the direction of the teacher. Not more than a month 
should be spent on any book. The time must depend on the length 
and nature of the book, the previous training and the aptitude of the 
class, and general interest. If the study of a book is to react upon 
the pupil's mind and power, it must not drag. Interest and appre- 
ciation may sometimes be aroused by a distinct change in the kind 
of assignment. The teacher's reading of a difficult, or an apparently 
uninteresting passage, will occassionally illuminate it to the class. 
There should also be considerable reading aloud by the pupils. Oc- 
cassionally have a pupil read a selection or story unfamiliar to the 
class. This furnishes a real motive for reading and gives an oppor- 
tunity to get proper control of breathing and voice through sustained 
effort. 

After the teacher has been assured that he has aroused interest 
in a book through having read portions of it in class, he can safely 
assign the remainder of the story for home readiujr. Call for oral 
and written reports. Six or eight books are not too many to read 
during the first year. Pupils should be held respv^sible for the 
salient points, together with such details as are necessary to connect 
the story. They should be required to tell what is beautiful, what 
is forceful. A few elegant passages from each book read may be 
committed to memory. These should be reviewed frequently. 

To arouse the interest so vitally necessary, and at the same lime 
to give sequence to the study, a few of the Pennsylvania authors could 
be assigned during the first year for home reading. Young people 
are almost always interested in what occurs in their home state. A 
brief life sketch of the author should precede the reading of his book. 
All American writers should be grouped according to periods and 
geographical sections. The pupil does not need a manual of litera- 
ture for this instruction. A note-book will be helpful. 

The Sentence. The sentence being the unit of thought in both oral 
and written expression should be given a prominent place in the 
English of the first year. Careful attention should be given to the 
arrangement of the ideas in the sentence. Short periodic sentences 
should doubtless be taken up first as tlie long loose sentence requires 
long study before the full meaning is grasped. In the beginning of 
practice in writing sentences the teacher should aim to accomplish 
one thing at a time. The exercises should be repeated until some de- 
gree of proficiency is attained. This plan will guarantee far greater 
results than when several things are attempted in the same exercise. 
For a few days there should be instruction and practice in handling 
the participial phrases; at another time drill in the relative or 



21 

adverbial clauses, or in a correct iise of coiiuectives. To insure easy 
execution and grammatical correctness in the different forms of 
sentences, exercises involving these principles should be given almost 
daily during the first half of the year. Careful attention needs to be 
given to the correct placing of modifiers for clearness and emphasis, 
and the use of proper transitional words. Inability to make one's 
thought clear is frequently due to poverty in the use of words indicat- 
ing relation. To overcome this weakness it will be well to give pupils 
instruction in the different words expressing close relation as they 
occur in sentences. 

Punctuation. In the first year there should be systematic instruc- 
tion in punctuation. Teach the simplicity of the rules. Omit all 
marks that are not necessary to bring out the complete meaning. 
Since punctuation is for the clear understanding of a sentence, insist 
that the mark be inserted during the construction of the sentence, and 
not at the completion of it. Pupils should note carefully punctua- 
tion marks as used in the best newspapers, magazines and in good 
literature. The final test of power in the pupil's own work should 
be his own reading aloud, through which he will discover whether 
he has indicated on the page every pause that is necessary to mal: ^ 
intelligible reading possible. 

Written Composition. The aim of all composition work is to de- 
velop in the pupil the ability to speak and write easily, naturally and 
effectively. Written expression calls for a wide range of application 
in the first year. While duiing this year the chief emphasis is to 
be placed upon description, pupils should be given much freedom in 
writing compositions. For the sake of variety and interest pupils 
should be given considerable practice in composing news items, tele- 
grams, imaginative stories, business and social letters of all kinds. 
A reasonable degree of proficiency in composing well constructed 
letters should be demanded of all pupils as a part of the work to be 
accomplished. 

Only an informal presentation of the paragraph and the composi- 
tion as a whole should be attempted. The subjects assigned or se- 
lected for the frequent short themes should not be too broad to admit 
of treatment within the narrowed limits of composition writing. For 
this reason limited or specific subjects furnish better topics than do 
general. The subjects are to be within the experience and com- 
prehension of the pupil. There should be during the year at least 
three themes of sufficient length to test the pupil's ability and power 
to organize his material. To aid in securing unity, coherence, and 
proportion in composition plenty of practice should be given in out- 
lining subjects. These need not all be written. While careful at- 
tention is to be given to the external form of the composition, such 
as arrangement on the paper, indentation, margin, punctuation, capi- 



22 



I. The Sentence. 



talization, spelling, etc., the main criticism should be directed 
at sentence structure, the thought, and the proper use of words. It 
must be remembered that the greatest and most permanent value to 
the pupil comes from the fair criticism offered on the composition he 
has written, and not from the direction given on writing themes, 
necessary as these may be. It is largely through sympathetic and 
just criticism that the pupil can hope to overcome his faults. The 
importance of having all compositions corrected is not far to seek. 
Pupils should be required to criticise and improve their own produc- 
tions. This leads to self-education. 

For composition work in the fiist year the following outline is sug- 
gested : 

1. The sentence, the unit of thought. 

2. Kinds of sentence, 

(a) Simple, compound, complex. 

(b) Balanced, loose, periodic. 

3. Elements of sentence structure to be 
taught: Concord of subject and 
predicate. Eelative and antece- 
dent. Placing of modifiers. Plac- 
ing of correlatives. Balancing 
clauses of the same rank together. 
The use of loJio, which, and that. 
Eepetition of prepositions, etc., 
for separation of idea, or for clear- 
ness of structure. Distinction be- 
tween predicate adjective and ad- 
verb of manner. The use of the 
possessive. Case of pronouns. Cor- 
rect use of irregular verbs. Se- 
quence of tenses. The introductory 
gerund and participle always gov- 
erned by the subject of the clause. 
The avoidance of the clumsy pas- 
sive and dangling participles. 

4. Punctuation. 

1. Subjects: General, limited. 

2. The paragraph, the unit of discourse. 

3. Parts: (1) Introduction, (2) Discus- 

sion, (3) Conclusion, with care- 
ful attention to transition from 
part to part. 

III. Kinds of writing and order in which they are to be taught: (1) 
Description, (2) Narration, (3) Exposition, as suggested in 
(8) under IV. 



II. 



The Composition as 
a whole. 



23 

IV. Source material for oral and written work. 

(Ij Topics within the experience of the pupils. 

(2) Topics read (1) by the pupil (2) by the teacher. 

(3) Practice in wiiting nianj' letters of all kinds. 

(4) Writing and answering telegrams. 

(5) Pictures. 

(6) Accidents and incidents. 

(7) Reviews or reports of books and articles. 

(8) Explanation of games (how to play them — exposition) 

How to make things and how to grow things (in def- 
erence to the manual training, domestic science, and 
agriculture) . 

(9) Eeport of games (narration and description). 

(10) Classics studied during the year. 

(11) Justification of some statement with more than surface 

meaning. (To make the pupil think below the sur- 
face). 

V. Word Study. Value of specific words, synonyms, etc. 

VI. Figures of speech — as the simile and metaphor. 

Second Year. 

Literature. The reading of this year should be done in a similar 
manner to that of the first, with fuller detail and more discussion, 
including a closer study of the author, period in which he lived, and 
a grouping of authors into important periods. In this year pupils 
should be made familiar with the best periodical literature, — such as 
Harper's, Scribner's, Century, Atlantic Monthly, — and magazines, re- 
views, and daily newspapers, particularly the editorial pages, of like 
grade and worth. Continue the study of contemporary Pennsylvania 
writers. 

Composition. The composition work of this year should enlarge 
upon the principles of writing. Give continuous and careful atten- 
tion to oral composition as found in the previous year. To allow 
pupils to use incomplete or incorrect sentences in topical recitations 
will surely defeat the main purpose of instruction in English. All 
teachers in all departments must co-operate to bring about the de- 
sired result. The development of the paragiaph in accordance with 
the principle of unity, coherence and emphasis and the composition 
as a whole should receive systematic treatment. There should be 
practice in all forms of composition, narration, description, exposition 
and argumentation, with emphasis upon exposition. This will give 
pupils an oppoitunity to find tliemselves. The subjects for the 
frequent short and occasional long theme may be taken from the lit- 



24 

erature read, from the school studies, from current topics; or more 
valuable still, from personal interest, intended vocation, environ- 
ments, occupation, and personal opinions. In this year greater ac- 
curacy and force in expression is urged. Continue practice in sen- 
tence structure, drill in use of words and practice in writing differ- 
ent forms of letters. 

Third Year. 

Literature. The general purpose of instruction in literature in the 
third year is to develop in the pupils the power to appreciate the 
different types of literature, an acquaintance with the masterpieces 
of thought and expression, a standard of judgment so sound as to 
become a touch-stone of taste. The study of the classics may now be 
made more intense than the previous years. Together with the plot, 
the style of the author and historical setting give the pupils an in- 
telligent interest in some of the literary types such as the romantic 
novel, tragedy and comedy, narrative and didactic poetry, epic and 
lyric verse. Give incidental but thorough attention to such geo- 
graphical, historical, biblical, literary, and mythological allusions, 
as are necessary for a proper interpretation of literary works, and 
helpful in the comprehension of general reading after school age. 
From each work read have certain elegant passages committed to 
memory. Allow the pupil to choose for himself at least half the selec- 
tion for memorizing. 

Composition. Practice in writing compositions of all kinds is to 
be continued. Let the treatment of the paragraph and the whole 
composition be more elaborate. At least one short theme or exercise 
each week and a longer theme each month should be required. 

The subjects may be taken from many sources, such as literature, 
studies, history, topics of current or national interest or those in 
which pupils are personally interested. Continue letter writing with 
emphasis on business letters. Keep oral expression prominent in its 
varied forms such as, the topical recitations, impromptu speech or 
prepared reports and addresses. 

The nature of the criticism of both oral and written composition 
should be constructive. This should always be given in the attitude 
of sympathy. 

Fourth Year. 

Literature. The aim of the work of the fourth year should be to 
develop in the pupils the discriminating ability necessary to ap- 
preciate literary values. Greater demands are made upon the pupils 



25 

by testing their ability to interpret and their power to think logically 
and coherently. In this as well as in the previous years the reading 
should be selected from all the literary types. At least one essay, one 
oration, and one selection from poetry should be studied. Some at- 
tention, if time permits, may be given to the study of the history of 
English and American literature, but this is to be subordinated to 
the study of the works of authors. Give careful attention to the 
topics of authors studied, periods in which they lived and wrote, 
svhat motives prompted them to wiite, and the influence of each. Also 
study the important periods in English literature with the view to 
gathering the relation of the same to the historical movement in 
zivilization. The memorizing of select passages should be continued 
throughout the year. Pupils should be allowed to choose at least 
lalf of the selections to be memorized. 

Composition. The practical work in English should include all 
[he forms of writing with emphasis on argumentation. During this 
>^ear the important parts of rhetoric may be studied in greater de- 
:ail, and those omitted in previous years taken up. The material for 
composition may be selected from a wide range of topics, such as 
iterary readings, critical opinions oi' reviews of books, summaries 
)f debates, charade? sketches, and news items. Some encouragement 
night be given to writing verse. At least one short written exercise 
iach week and one longer production every six weeks should be re- 
quired. These should show completeness of form, unity, good die- 
ion, coherence, strength and clearness. Criticism, however, must 
lot discourage free expression. Watch the oral work, and welcome 
he opportunities to increase tbe pupil's power in oial expression. 



BOOKS FOR READING AND STUDY. 

First Year. 

Longfellow.- — Evangeline. The Courtship of Miles Standish. 

Lowell. — Vision of Sir Launfal. 

Irving. — Sketch Book. Tales of a Traveler. 

Hawthorne. — Twice Told Tales. The Grtty Champion. 

Cooper. — The Last of The Mohicans. 

Whittier. — Snowbound. 

Browning. — Cavalier Tunes. 

Shakespeare. — Julius Caesar. 

Tennyson. — The Brook. 

Lanier. — The Brook. 

Scott. — Ivanhoe. The Lady of the Lake. 

Palmer. — Odyssey. 

Parkman. — Oregon Trail. 



26 

Thoreau.^ — Walden. 

Stevenson. — ^Treasure Island. 

Van Uyke.— The Other Wise Man. 

Van Dyke.— Days Off. 

Taylor. — The Story of Kennett. 

Eead. — The Wagoner of the Alleghenies. 

Second Year. 

Addison and Steele. — Sir Koger de Coverly Papers. 

Coleridge. — Ancient Mariner. 

Eliot. — Silas Marner. 

Shakespeare. — Merchant of Venice. 

Gaskill. — Cranford. 

Macanlay. — Essay on Lord Clive. 

Lincoln. — Selections including at least the 'Two Inaugurals," 
the Speeches in Independence Hall and at Gettysburg, 
the Last Public Address and Letter to Horace Greeley. 

Poe.— The Gold Bug. 

Goldsmith. — The Vicar of Wakefield. 

Arnold. — Sohrab and Eustum. 

Scott. — Quentin Durward. 

Lamb. — Tales of Shakespeare. 

Dickens. — Oliver Twist. 

Hughes. — Tom Brown at Rugby. 

Schurz. — Life of Lincoln. 

Third Year. 

Browning. — How They Brought the Good News. 

Evelyn Hope. Herve Kiel. 

Home Thoughts from Abroad. 

Pheidippides. 
Washington.^ — Farewell Address. 
Webster. — First Bunker Hill Oration. 
Stevenson. — Inland Voyage. 
Hawthorne. — The Scarlet Letter. 
Burke. — Speech on Conciliation with America. 
Tennyson. — Idylls of the King. Lancelot and Elaine. 

The Coming of Arthur. Gareth and Lynette. 

Holy Grail. 
Tennyson.- — The Princess. ^ 

Emerson. — Representative Men. 
Lowell. — Poems. 
Whittier. — Poems. 
Ruskin. — Sesame and Lilies. 



27 

Prescott. — Conquest of Mexico. 
Hillis. — Great Books on Life Teachers. 
Tllackera3^ — Vanity Fair. 
Lytton. — Last Days of Pompeii. 
Kingsley. — Westward Ho. 
Van Dyke.^ — The Blue Flower. 
Byron. — Prisoner of Chillon. 

Fourth Year. 

Macaulay. — Life of Johnson. 

Carlyle. — Essay on Burns. 

Shakespeare. — Macbeth. 

Milton. — L' Allegro, II Pensoroso, and Comus. 

Dickens. — Tale of Two Cities. 

Mandeville. — Travels. 

MarloAve. — Jew of Malta. 

Goldsmith. — She Stoops to Conquer. 

Hawtlioriie. — The Marble Faun. 

Dickens.- — Sketches by Boz. 

Thackeray. — Henry Esmond. 

Milton. — Paradise Lost. 

Holmes. — Autocrat of the Breakfast Table. 

Books every teacher of English should have: 

1. Re]>ort of Committee of Ten. American Book Co. 

2. Chubb, Teaching of English in the Elementary and Secondary 

Schools. Macmillan Co. 

3. Carpenter, Baker and Scott, Teacliing of English. Longmans, 

Green & Co. 

4. Heydrick, How to Study Literature. Hinds, Noble & El- 

dredge. 

5. McMurray, Special Method in the Heading of English Clas- 

sics. Macmillan Co. 

6. Straughn, Home Authors, Pennsylvania. Union Book Co. 

7. The English Journal. The University of Chicago Press. 

8. Hinsdale, Teaching the Language Arts. American Book Co. 

9. Bates, Talks on the Study of Literature. Houghton. 

10. Mabie, Books and Culture. Dodd Mead & Co. 

11. Johnston, High School Education. Scribners. 

12. Hollister, Administration of High School. D. C. Heath & Co. 

13. Brown, The American High School. Macmillan Co. 

14. Sachs, The American Secondary School. Macmillan Co. 



28 
LATIN. 

It is to be carefully noted that a period of nine months should 
be required to prepare for reading Caesar. In high schools with 
terms of seven or eight months it is suggested that an additional 
month or two of the second year be taken to complete this prepara- 
tion. This will give five or six months for Caesar. During this 
time, if the preparatory work has been well done, pupils should 
read two or three books. It is not meant, however, to sacrifice quality 
for quantity. High schools maintaining a three years' course should 
omit Virgil entirely. 

The following is a brief summary of the things to do and the 
things to avoid in teaching Latin ; it is taken from the report of the 
Committee of Ten on secondary school studies. 

The teacher of elementary Latin need not concern himself too 
much with the remote ends of the study. To him the question 
should be: What knowledge is of prime importance, as the founda- 
tion for subsequent work? Stated generally, it may be said that 
the work of the first period should be (1) learning to pronounce ac- 
curately and to read fluently and intelligently the Latin text of what 
has been studied; (2) the mastery of inflection, so that number, case, 
person, mode, tense, etc., can be instantly recognized and conversely, 
cm be formed without much hesitation by the student himself; (8) 
the acquisition of a working vocabulary of from one to two thou- 
sand words; (4) the mastery of the order of the Latin sentence; (5) 
the mastery of the simpler principles of syntax regarded as a means 
of expression; (6) learning how to understand simple narrative in 
Latin; (7) learning how to translate such narrative into true Eng- 
lish. In necessary connection with the pursuit of these aims, a s;ood 
deal of training of the ear should be employed, through listening to 
the reading or speaking of the teacher; and, in addition, a certain 
amount of practice in turning English into Latin will be necessary, as 
an indispensable instrument for fixing forms in the memory and es- 
tablishing a feeling for their syntactical powers. On the other hand, 
the things to be avoided are (1) a dispersion of efl'ort in consequence 
of the attempt to include too many parts of the study in the first 
stage; (2) an undue prominence of rules, and the treatment of syn- 
tax as an end in itself, rather than as an auxiliary to the penetration 
of the sense; and (3) the use of ''translation English." 

COUESE OF STUDY. 
First Year. 

Beginner's Latin book completed. 

25 to 30 pages of easy reading from Fabulae Faciles or Viri Romae. 



29 

In the study of a foreign language the work of the first year is 
all important. The essentials necessary for further study and a 
proper understanding of the language must be well mastered. Thor- 
oughness in the elements of Latin is the keynote of successful work. 
The main emphasis at the beginning should be directed at (1) learn- 
ing forms and (2j acquiring a vocabulary. Teachers should be par- 
ticularly careful to have pupils learn accurately the words that are 
likely to be most useful in their reading. The importance of thor- 
oughness calls for variety in handling the daily exercises. Much 
oral practice not only develops and quickens the ear but greatly vi- 
talizes the language work. Make the diill exercise vigorous. Let a 
part of each recitation be given to practice in pronunciation. In 
sist on having pupils read by phrases and clauses rather than by 
single words. From the beginning the teacher will find it exceedingly 
helpful to read the whole lesson to the class. As the occasional read- 
ing of a sentence in class is insufficient practice to guarantee accuracy 
and fluency in pronouncing the Latin, encourage the pupils to read 
the whole lesson aloud outside of class. Training in intelligent read- 
ing of the Latin will prove a great stimulus to good work. To secure 
the mastery and permanency of the knowledge daily acquired, there 
must be constant and continuous reviewing of the work covered. The 
feeling of power thus gained will be a strong incentive for further 
study. In translating, especially at the beginning, observe the Latin 
order. After the rendering according to the order of the words, 
idiomatic English must be required. Emphasize the importance of 
the choice of proper words. Herein lies our chief reason for instruc- 
tion in Latin. 

Second Year. 

Standard Latin Grammar. 

Caesar's Gallic War, 4 books, or its equivalent from Viri Komae 
and Nepos. 

The course in second year Latin should include the following 
topics: forms, vocabularj^, syntax, derivation of words, translation, 
interpretation of the narrative, and Latin prose composition. To pre- 
pare the pupils to meet the diflficulties they will encounter in the 
larger vocabulary and the great variety of construction in the first 
half dozen chapters of Caesar, it is recommended that the first two 
weeks be spent in reviewing and studying the paradigms and more 
difficult principles of syntax learned at the close of the first year. 
Much of the material used in this work should be taken from the first 
few chapters of Caesar. It should include examples of the gerund 
and gerundive, infinitive of indirect discourse, pure purpose clauses, 
quin clauses after verbs of doubting, and a variety of unusual case 
constructions. 



30 

The study of the vocabulary is a very important phase of this 
year's Avork. This is especially true of the principal parts of verbs, 
of which about 300 should be learned. These should be written in 
note books for study and drill. There should be frequent reviews of 
the irregular verb forms. 

The value of the study of syntax can not be questioned. It should 
be studied in connection with the text by explanation of the con- 
struction. Latin prose composition offers an excellent means for 
applying the principles of syntax. It is considered a waste of time 
to make a practice of asking the syntax of every word in the sentence 
or chapters. In order to clarify a difficult passage it is well to select 
from other parts of the book a number of passages of similar con- 
struction. In this way the pupils have their attention directed at 
one difficulty for a sufficient length of time to fix the unusual and 
troublesome forms of syntax. Good results are often secured in both 
syntax and translation by having difficult passages written upon the 
black board. From this the relation of the words can easily be 
shown and a good English rendering can be secured. 

The success of the year's work depends largely on the way the pupil 
is taught to prepare his lesson. The subject and the verb of the 
principal clause and of the subordinate clauses, if the sentence con- 
tains them; the grouping of words and phrases; the use of connectives 
or transitional words — all these need full explanation before the 
pupil should be expected to go it alone. In preparation the natural 
order should be followed, then the sentence is to be rendered in good 
English. Encourage pupils to choose the right English word in 
translating. To acquire fluency and smoothness in translating tliere 
must be constant reviewing of the ground covered. The first fifteen 
chapters might wisely be read six times before the book is completed. 
The lesson of the previous day should always be reviewed. This may 
be done by one or two pupils. A "back review" with several chapters 
intervening and always considered a part of the lesson will do much 
to give permanency to the translation besides giving power to at- 
tack new lessons. 

The Latin should be read aloud throughout the year. For sufficient 
practice to give smoothness and ease in reading pupils should be 
urged to pronounce the Latin outside the class. The Latin should 
be read aloud frequently by the teacber for the purpose of giving 
the ear training so essential in language study. There should be 
much practice in translating easy passages from hearing the Latin 
read. 

Some attention should be given to the study of the history of the 
period and the geography of the country. Pupils should be required 
to trace the movements of campaigns on maps. To this end certain 
chapters should be grouped and the narrative of them written. 



31 

One recitation each week in Latin prose is recommended. There 
hould be frequent easy oral exercises in Latin prose. Only a few 
ainutes should be sriven to these exercises. 



Third Year. 

Standard Latin Grammar. 

Cicero, four orations against Catiline. 

Manilian Law oration. 

Archias oration. 

Topics to be covered: V^ocabulary, syntax, written translations, 
lomeric traditions, arguments, theme writing, study of author's 
tyle, Latin prose, and sight reading. 

The suggestions in the outline for the second year apply with equal 
orce to the work of the third year. There will be occasion for drill 
n forms and principles of syntax and careful analysis of sentences 
aken from the text read. Grammar questions should precede or fol- 
)w rather than interrupt the translation. 

Fluency and accuracy in translation should be the chief aim of 
lie course. To secure this end there must be constant reviewing of 
tie pages read and careful choice of English words. 

Opportunities for practice and sight translation must be offered 
I'equently but care should be taken to avoid too difficult Latin for 
liis purpose. At least half of the third and fourth orations of Cati- 
ne might be read at sight. In this way many classes are able to 
ead an additional oration. The controlling principle in selecting 
assages from other authors for sight reading is that it must be 
omparatively easy Latin. Many good teachers of Latin make pro- 
ress rapidly by having the pupils read in advance of the assignment, 
►y this method the pupils seem to gain power and confidence seldom 
cquired in the ordinary translation. 

Fourth Year. 

Standard Latin Grammar. 

Virgil's Aeneid, six books. 

Topics to be covered: Vocabulary, syntax, written and sight trans- 
itions, Greek mythology, Roman customs and religion, the geogra- 
hy of the Mediterranean, scansion and rythmical reading of hexa- 
leter verse. 

The change from prose to Latin poetry presents to the pupil varia^ 
ions from the normal prose forms of expression. There is not only 

change in form but also a change in spirit. To understand more 
iilly the time and the spirit in which the Aeneid was written, some 
ttention should be given to the history that deals with the earliest 



32 

Roman traditions, Greek mytliology, Roman leligion, and the life 
of the author. Some systematic studies and reference work will 
be necessary to an adequate grasp of these aspects of the poem. The 
poem should be studied as a liteiaiy mastei piece. 

From the beginning attention should be given to scansion and 
rythmical leading. Before this is undei taken, some insiruction 
•dealing with the technical side of scansion should be given. Practice 
in reading single lines with the verse accent should be followed with 
metrical reading of lines and groups of lines. In connection with 
the translation metrical reading should receive enough attention to 
give the pupil a clear understanding of the structure and quantity 
of hexameter verse. 

In the translation of poetry, accuracy in expressing the Latin 
thought and care in the use of words should be constantly required. 

"The writing of Latin should be carried on throughout the year 
concurrently with the reading of the text. The main training in 
syntax should be given in connection with work in writing Latin. 
The basis of the exercises in Latin composition should be limited 
portions of the text of the authors read, — perhaps not more than 40 
or 50 pages." 

Equipment for Teaching Latin. 

Kiepert's Ancient History maps. Rand, McNally. 

Kiepert's or Sanborn's classical atlas. 

Galey, Classic Myths in English Liteiatuie. Ginn & Co. 

Gow, J,, A Companion to School Classics. The Macmillan Co. 

Johnston, H. W., The private Life of the Romans. Scott, Fores- 
man and Co. 

Becker, W. A. Gallus, or Roman Scenes of the Times of Augustus. 
Longmans, Green and Co. 

Brooks, Edward, Story of the Aeneid. 

Wilkins, Primer of Roman Literatuie. The Macmillan Co. 

Fronde, Caesar, A Sketch. Scribner's Sons. 

Forsythe, Cicero. Scribner's Sons. 

Sellar, Virgil, G. P. Putman Sons. 

Peck, The Roman Pronunciation of Latin. Henry Holt and Co. 

Report of the Committee of Ten. American Book Co. 

Byrne. "Tlie Syntax of High School Latin." The University of 
Chicago Press. 

Lodge, "The Vocabulary of High School Latin." Teachers College, 
New York. 

Abbott, "The Common People of Ancient Rome." Scribners. 



33 
GEKMAN. 

The course in German covers four years. No foreign language 
should be studied for a period shorter than two years ; neither should 
t^o languages be begun at the same time. In a third grade high 
school it is recommended that pupils pursue but one foreign language. 
Teachers are uiged to guard against selecting reading texts that are 
too long and difficult. 

The following suggestions are taken from the report of the Com- 
mittee of Twelve of the Modem Language Association of America. 
Inasmuch as only a very small part of this report can be reprinted 
here, ever}^ teacher of German or French is urged to secure a copy. 

The Elementary Course in German. 

A. The aim of the instruction. 

At the end of the elementary course in German the pupils should 
be able to read at sight, and to translate, if called upon, by way of 
proving his ability to lead, a passage of very easy dialogue or narra- 
tive prose, help being given upon unusual words and constructions, 
to put into German short English sentences taken from the lan- 
guage of eveiy-day life or based upon the text given for translation, 
and to answer questions upon the rudiments of the grammar as de- 
fined below. 

B. The work to be done. 

During the first year the work should comprise: (1) careful drill 
upon pronunciation; (2) the memorizing and frequent repetition of 
easy colloquial sentences; (3) drill upon the rudiments of grammar, 
that is, upon the inflection of the articles, of such nouns as belong to 
the language of every day life, of adjective pronouns, weak verbs, 
and the moie usual strong verbs, also upon the use of the more com- 
mon prepositions, the simpler use of the modal auxiliaries, and the 
elementary rules of syntax and word order; (4) abundant easy exer- 
cises designed not only to fix in mind the forms and principles of 
grammar, but also to cultivate readiness in the reproduction of 
natural forms of expression; (5) the reading, of from 75 to 100 pages 
of graduated texts from a reader, with constant practice in translat- 
ing into German easy variations upon sentences selected from the 
reading lesson, the teacher giving the English and in the reproduc- 
tion from memory of sentences previously read. 

Second Year. 

During the second year the work should comprise: (1) the reading 
from 150 to 200 pages of literature in the form of easy stories and 
plays; (2) accompanying practice, as before, in the translation into 
3 



34 

German of easy variations upon the matter read, and also in the off- 
hand reproduction sometimes orally and sometimes in writing, of the 
substance of short and easy selected passages; (3) continued drill 
upon the rudiments of grammar, directed to the ends of enabling 
the pupil, first, to use his knowledge with facility in the formation 
of sentences, and, secondly, to state his knowledge correctly in the 
technical language of grammar. 

Third Year. 

The work should comprise, in addition to the elementary course, 
the reading of about 400 pages of moderately difficult prose and 
poetry, with constant practice in giving, sometimes orally and some- 
times in writing, paraphrases, abstracts or reproductions from mem- 
ory of selected portions of the matter read; also grammatical drill 
upon the less usual strong verbs, the use of articles, cases, auxiliaries 
of all kinds, tenses and modes (with special reference to the infini- 
tive and subjunctive), and likewise upon v/ord order and word 
formation. 

Fourth Year. 

The work of the advanced course (last year) should comprise the 
reading of about 500 pages of good literature in prose and poetry, 
reference reading upon the lives and works of the great writers 
studied, the writing in German of numerous short themes upon as- 
signed subjects, independent translation of English into German. 



COUKSE OF STUDY. 
First Year. 

Beginner's German book. Eeaders suitable for this year: 
Gronow's Jung Deutschland ; Gueiber's Marchen ; Leander's 

Traumereien; and Kleine Geschichten; Meissner's Aus meiner Welt; 

Wildenbruch's Das Edle Blut. 

For memorizing: Heidenroslein ; Vergissmeinnicht; Wanderers 

Nachtlied; Erinnerung; Du bist wie eine Blume. 

Second Year. 

German grammar. 

Readers: Anderson's Bilderbuch ohne Bilder and Traumereien; 
Gerstacker's Germelshausen ; Storm's Immense; Hillern's Hoher als 
die Kirche; Heyse's L'Arrabbiata or Anfang und Ende; Mauley's 
Ein Sommer in Deutschland. 



35 

For memoiiziug: Die Lorelei; Der giite Kamerad; Wacht am 
Rhine. 

Thiid Year. 

Standard German grammar. 
Readers — Freytag's Karl der Grosse; Goethe's Hermann iind 
Dorothea; Moser's Der Bibliothekar ; Die Jungfrau von Orleans or 
Wilhelm Tell ; Aus dem deutschen Dichterwald. 

Lessing's Minna von Bainltelm; Hoffman's Historische Erzalun- 
gen. 

Pope's or Whitney and Stroebe's German Composition. 



Fourth Year. 

Standard German grammar. , 

Freytag's Soil und Haben. 

Hauff's Lichtenstein. 

Schiller's Maria Stuart. 

Goethe's Dichtung und Wahrheit or Egmont. 

Lessing's Emila Galloti. 

Fulda's Der Talisman. Grillijarzer, Des Meeres and der Liebe 
Welleu. 

Books for teachers : 

Report of the Committee of Twelve. D. C. Heath and Co. 

Report of the Committee of Ten. American Book Co. 

Methods of Teaching Modern Languages. D. C. Heath and Co. 

Bagster Collins, The Teaching of German in Secondary Schools. 
Macmillan Co. 

Hosmer's, A Short History of German Literature. St. Louis, G. J. 
Jones and Co. 

Priest's Short History of German Literature. Scribner. 

Kron's German Daily Life. Newson and Co., N. Y. 

Studies in German Words and their Uses. 

Bahlsen, "The Teaching of Modern Languages." Ginn and Co. 

Brebner, '*The Method of Teaching Modern Languages in Ger- 
many." Macmillan. 

Breul, "The Teaching of Modern Foreign Languages in Secondary 
Schools." Macmillan. 

Jespersen, "How to Teach a Foreign Language." (translated), 
Macmillan. 

Taylor, "History of Germany." 

Thomas, "German Grammar." Holt. 

Map of Germany. Rand McNally. 



FRENCH. 

The course in French covers a period of two years. In case any 
high school desires this study pursued for a longer time, the report 
of the Committee of Twelve will help such in the selection of the 
material. In the course outlined, French is begun in the third year 
of the high school. 

The following suggestions on the amount of work to be done are 
taken from the report of the Committee of Twelve: 

The Elementary Course in French. 

During the first year the work should comprise: (1) careful drill 
in pronunciation; (2) the rudiments of grammar, including the in- 
flection of the regular and the moie common irregular verbs, the 
plural of nouns, the inflection of adjectives, participles and pronouns ; 
the use of personal pronouns, common adverbs, prepositions, and 
conjunctions; the order of words in the sentence, and the element- 
ary rules of syntax; (3) abundant easy exercises, designed not only 
to fix in the memory the forms and principles of grammar, but also 
to cultivate readiness in the production of natural forms. of expres- 
sion; (4) the reading of from 100 to 175 duodecimo pages of gradu- 
ated texts, with constant practice in translating into French easy 
variations of the sentences read (the teacher giving the English), and 
in reproducing from memory sentences previously read; (5) writing 
French from dictation. 

During the second year the work should comprise; (1) the reading 
of from 250 to 400 pages of easy modern prose in the form of stories, 
plays or historical, or biographical sketches; (2) constant practice, 
as in the previous year, in translating into French easy variations 
upon the texts read; (3) frequent abstracts, sometimes oral and 
sometimes written, of portions of the text already read; (4) writing 
French from dictation; (5) continued drill upon the rudiments of 
grammar, with constant application in the construction of sentences; 
(6) mastery of the forms and use of pronouns, pronominal adjectives, 
of all but the rare irregular verb forms, and of the simpler uses 
of the conditional and subjunctive. 

COURSE OF STUDY. 

Third Year in the High School. 

French Grammar, such as Aldrich and Foster's Elementary 
French, or Eraser and Squair. 

French Reader, such as Aldrich and Foster's, A French Reader, or 
Super's Preparatory French Reader. 



37 

French Texts; Bruno's Le tour de la France; Erckmann — Cha- 
trian's Waterloo, or Le conscrit de 1813. 

Memory selections; Au clair de la lune; Le corbeau et le renard; 
La cigale et la fourmi; Historical anecdotes. 

Fourth Year in High School. 

French Grammar, such as Aldrich and Foster's Elementary French, 
or Fraser and Squair. 

French Texts; Halevy's L'Abbe Gonstantin; Foucin's Le pays de 
France; Merimee's Golomba; About's Le roi des montagnes; Labiche 
et Martin's Le voyage de M. Perrichon. 

Memory selections; Le vase brise; Le rat de villa; Le feuille; La 
source; Anecdotes. 



MATHEMATICS. 



The following aims for instruction in Mathematics have been ad- 
vanced:^ — ■ 

1. To interest pupils in mathematics, both as a subject by itself 

and as applicable to science and to commercial and industrial 
life. 

2. To establish liabits of accuracy, of verifying results, of prompt- 

ness and neatness of work, which can be carried into other 
lines of study and also into business. 

3. To give pupils those forms of reasoning and that training in 

logic that shall be helpful in other lines of work. The teach- 
er's constant aim should be to train the pupil to think and to 
formulate clearly the results of his thinking. 

The arrangement of the course in Mathematics recommended in 
the program of studies on page (14) places Algeb' a in the first year 
and Geometry in the second year. Both studies are required. In the 
third year pupils may elect either a half or a whole year of Algebra. 
In the fourth year pupils may elect solid Geometry and Trigonom- 
etry, or solid Geometry and Arithmetic, a half year each. 

It may be advisable to omit from the work of the first year parts 
of topics as found in some text books. This will give ah opportunity 
to secure greater thoroughness in the fundamentals of Algebra. The 
following topics might well be omitted; Long examples in multiplica- 
tion and division, complex fractions, unusual forms of factoring, 
and certain types of statement problems as fox and hound, "train" 
problems, and time problems. 



38 

The method of the recitation has a distinct bearing on the progress 
and success of the work in Algebra. In many recitations much time is 
wasted because the teacher fails to keep all the pupils busy all the 
time. Instead of using the recitation period to test the pupils on 
the problems they have worked or had assigned to them a type of 
recitation that devotes a large part of the period to the next day's 
lesson is recommended. To this end there should be sufficient in- 
struction by way of illustration and explanation of principles to de- 
velop clear notions of a new lesson. This instruction can be made 
effective by applying these principles to a variety of easy problems. 
Each pupil should be allowed to work as many problems as he can. 
To secure independent effort pupils should be required to work at 
their seats or desks. In this way it becomes easy for the teacher 
to determine if further instruction is advisable and to give assistance 
where it is needed. Should many pupils show inability to work the 
questions assigned further instruction should be given. The teacher 
should see that a maximum of work is accomplished b}^ every pupil. 

To assign pupils long and involved problems which consume the 
whole recitation period seems like wasteful practice. This type of 
problem could well be placed on the board by the teacher or a pupil 
mainly for the purpose of explanation. Some drill for speed and skill 
in handling the mechanical processes is needed but it should be re- 
garded as subordinate to the training in thought. To give opportunity 
for the latter kind of training a part of the recitation period should 
be used occasionally in interpreting and making statements of prob- 
lems. The mechanical process of these problems may be performed by 
the pupils at their seats. 

Frequent reviews are essential. In teaching equations in first 
year do not emphasize "transposition" and "clearing of fractions" 
but let the appeal be to fundamental processes. In simultaneous 
equations, the "addition-subtraction" method of elimination should 
prevail, though the others should be understood. In quadratics, 
teach thoroughly one method of completing the square. In many 
problems the best one is that which calls for dividing by the coeffi- 
cient of X-. Also teach the methods of solution by factoring, and 
by use of the formula. 

The courses in Algebra are in accordance with the recommenda- 
tions of the College Entrance Examination Board. 

ALGEBEA TO QUADEATICS. 
One Unit. 

1. Definitions and notations. 

2. The four fundamental operations for rational algebraic ex- 

pressions, 



39 

3. Solution of simple equations using x and other symbols as un- 

knowns. 

4. Factoring with its application to H. C. D. to L. C. M. and to 

fractions. 

5. Fractions including ratio. 

6. Linear equations, both numerical and literal, containing one 

or more unknown quantities, with attention to graphs of 
equations in two quantities. 

7. Involution and evolution with positive integral exponents. 

8. Radicals, including the extraction of the square root of poly. 

nomials and of numbers. 

9. Exponents, including the fractional and negative. 



ALGEBRA, QUADRATICS AND BEYOND. 

One-half Unit. 

1. Review of the essentials in first year's work, using more diffi- 
cult problems.. 

2. Quadratic equations, both numerical and literal. 

3. Simple cases of equations with one or more unknown quan- 

tities, that can be solved by the methods of linear or qua- 
dratic equations. 

4. Binomial theorem for positive integral exjjonents. 

5. Problems depending on quadratic equations. 

6. Ratio proportion and variation. 

7. The formula for the nth term and the sum of the terms of 

arithmetical and geometrical progressions. 

8. Solution of practical problems from mensuration, from physics, 

and from commercial life. 

9. Graphic solution of problems. 

ADVANCED ALGEBRA. 

V 

One-half Unit. 

1. Permutations and combinations, limited to simple cases. 

2. Complex numbers, with graphical representations and sums 

and differences. 

3. Determinants of the second, third and fourth orders including 

the use of minors and the solutions of linear equations. 

4. Numerical equations of higher degree, and so much of the 

theory of equations, with graphical methods as is necessary 
for their treatment, including Descartes' rule of signs and 
Home's method. 



40 

PLANE GEOMETRY. 

The subject may be completed in nine months. Time may be 
gained by going very slowly in the first book. It is to be remembered 
that appreciation of the meaning of demonstration and the form to 
be observed comes slowly to many pupils. To encourage originality 
from the start, encourage pupils to construct the figures from the 
theorem before studying the one drawn in the book. Point out to 
pupils the importance of observing the sequence of propositions. Ac- 
curate constructions both at the board and on paper should be re- 
quired. The method of having pupils write out daily the demonstra- 
tions at the board is of very doubtful value. The theorem written 
on the book and figuiies clearly drawn and plainly marked together 
with what is given and what is to be proved, are all that are neces- 
sary. Insist upon accurate expression in all demonstrations. Great 
care must be taken to avoid making the study of Geometry a mere 
memory exercise. 

The time to teach the definitions of new terms is when the time 
arrives for using them. It should be remembered that certain terms 
in Geometry must be mastered. Teachers should give careful at- 
tention to instilling a clear concept of simple geometric terms such 
as line, point, space, angle, etc., and less to exact definition. Pupils 
beginning the study will be aided in grasping the meanings of defini- 
tions by studying them in connection with geometrical figures. "The 
imijortant thing about the definition that is to be memorized as a 
basis of proof is to make it as nearly scientific as the powers of a 
beginner will justif3^" 

The final report of the National Education Association Committee 
of Fifteen recommends "That in elementary Geometry the nature of 
incommensurables and limits be explained but that the subject no 
longer be required for entrance to college." During the recitation 
period all text books should be closed. Except for assigning lessons 
and working supplementary exercises, the books might well be left 
at the desks. The instruction on the advance theorem should espec- 
ially, if it is likely to present difficulties to a number of pupils, con- 
sist of a careful reading of it by the class and developing of an in- 
telligent understanding of the same by clarifying questions. The 
teacher's final estimate of the pupils ability is gained in a large 
measure from what he can do in class. 

As the chief aim of geometry is to develop independent thinking, 
the teaching of originals becomes a very important phase of the 
work. A hundred suitable and well-graded original exercises should 
be a minimum requirement. Pupils capable of doing more should 
be assigned more. Work on originals should accompany the demon- 
strations in order to reenforce them rather than follow later in the 
year. 



41 

Solid Geometry and Plane Trigonometry or Mensuration. 

In the study of solid geometry "great emphasis should be laid upon 
the student's real grasp of the conceptions, of the space figures, and 
of the significance of the theorems." To secure vivid mental pictures 
pupils should be required to construct models from cardboard, string 
and wire. During the entire course teachers should make generous 
use of illustrations, figures and drawings. Time may be saved by 
having the pupils demonstrate from a chart whose pages are about 
2 ft. by 2| ft., each page containing but one clear figure. By placing 
the chart before the class, the figures can be quickly changed for the 
purpose of demonstration, interpretation of figiires or for review. 

As many theorems are easily reducible to plane geometry the im- 
portance of having a clear conception of the relation between plane 
and solid geometry is quite apparent. Much emphasis should be 
laid upon the practical application of the subject. Many practical 
and original problems should be given throughout the course. 

Unless theie is a demand from the community for plane tiigo- 
nometry it is doubtful if this foini of mathematics should be at- 
tempted by high schools. In this subject there is motive for the study 
of logariths and the}' should be given when needed. If there is no 
call for trigonometry then mensuration and some other arithmetical 
work may be studied to complete the year. 

MATHEMATICAL BOOKS FOE TEACHERS. 

Ball.— Short History of Mathematics. Macmillan Co. 

Smith. — The Teaching of Elementary Mathematics. Macmillan Co. 

Smith. — Teaching of Geometry. Macmillan Co. 

Cliff Old. — Common Sense of the Exact Sciences. Appleton. 

Langley. — Computations. Longmans. 

Chrystal. — Algebra 2 vols. Macmillan Co. 

McMurry. — Special Method in Arithmetic. Macmillan Co. 

Evans. — Teaching of High School Mathematics. 

Schultze. — Teacliing of Mathematics. Macmillan Co. 

Report of the National Committee of Fifteen on Geometry Sylla- 
bus. Bureau of Education. 

School Science and Mathematics. Monthly. 

Sykes.— A Source Book of Problems for Geometry. Allyn & Bacon. 

Breckeuridge, Mersereau & Moore. — Shop Problems in Mathema- 
tics. Ginn & Co. 

Halsted. — Mensuration. Ginn & Co. 

Estill. — Numerical Problems in Geometry. Longmans Green & Co. 

Stevens. — ^Elemeutary Mensuration. Macmillan. 

Young. — Foundations of Mathematics. 



42 
HISTOEY. 

The educative value of historical study properly gives it a place 
among the subjects to be taught in the high school. In Professor 
Home's Philosopliy of Education we read, ''The human mind is 
trained to judge through the interpretation of the facts of history, 
supported by the memory and questioned by the imagination. It 
has a practical value in fitting youth for citizenship in a self-govern- 
ing country. The practical element in the social environment is a 
great moral teacher of the pupils," 

Perhaps the most generally accepted order in which to teach the 
dififerent fields of history is that suggested by the Committee of 
Seven; Ancient, Mediaeval and Modern, English, and American. 
This is the logical order since it begins with the past and leads step 
by step to the present. Because of the simple forms of government 
and primitive life of the ancient peoples, it seems to be the natural 
order to present to the mind during the first year of the high school, 
while the complex institutional life of England and the intricate 
problems of America should be retained for the last years of the 
course. Success in teaching history will in a large measure, depend 
on a careful selection of history material. This makes it necessary 
to eliminate much that is found in our text books. Teachers must be 
willing to omit entirely or treat briefly, long accounts of wars, 
details of many battles, reports of dynasties, and unimportant facts 
of history. Attention should be given to the selection, arrangement 
and organization of the material. 

In ancient history the chief emphasis should be put upon the study 
of the political, social and economic conditions and upon the origin, 
character and development of the ancient peoples, including their 
contribution to civilization. In mediaeval and modern history the 
elements in the civilization which have contributed to modern 
thought and some important systems of government in the leading 
countries of Europe should be carefully noted. Pupils should be 
required to find points wherein the governments studied are alike 
and wherein they show a marked contrast. In English history em- 
phasis should be put upon the elements which have had a direct 
bearing on the history of our own country, In American history 
the aim should be to trace the important steps in our national de- 
velopment. Such a treatment will cover the industrial, political and 
social aspects of our nationality. "It is expected that good teachers 
in dealing with history throughout, and especially with American 
history, will constantly refer to the forms and functions of govern- 
ment with which the children are most familiar." 

The Committee of Ten recommends that history should be taught 
through the entire course, for three periods a week. It is especially 
to be noted that each field of history should be studied through the 



4S 

entire year. Time is an important factor, in tracing relations, fixing 
facts in tlie memory, and covering the amount of reading necessary 
for proper historical study. In regard to method it seems entirely 
proper to make a suggestion. A suitable text book on history should 
be used as a guide rather than as a source of all the information. 
The method should be in the main topical. Large topics or ques- 
tions should be selected and these supported by significant detail. 
This will give a chance for wide reading, class discussion, compari- 
son, grouping, assimilation and fixing important relations. Herein 
lies the chief value of teaching history. Proceed from cause to effect. 
Interi)ret the past in terms of the present. Correlate geography 
with the events and facts of history. The influence of physical fea- 
tures, such as rivers, coast waters and mountains, on the habits, war- 
fare, and mode of living, should be made a large part of the historical 
work. Students should keep note books. These should contain rec- 
ords of discussion in class, outlines for readings and additional facts 
gained from the teacher and from collateral reading. 

Great care should be exercised in taking notes as this sort of 
work well done will be of great value to the student in the future. 
Teachers are urged to keep in close touch with notebook work. Much 
written work at the blackboard, is of doubtful value. Frequently, a 
period of history is illuminated through the reading of an historical 
novel. 

The Committee of Ten recommends an intensive study of a brief 
period in history. This suggests a good method for the study 
of American history in the fourth year. Too frequently the history 
of the United States consists of a general review of the same text 
and by the same methods employed in the elementary grades. The 
subject matter should be presented from a new point of view, large 
topics intensely studied, full of detail, and calling forth much read- 
ing, and discussion. The practice in many of our high schools of re- 
viewing the history of the United States in two months for the 
sake of passing a teachers examination is to be deplored. This 
is nothing more than a cram which is very injurious to the mind. 
It is not absorption but assimilation that is educative. 

To teach history properly requires an adequate equipment. Pu- 
pils should have access to more than one textbook. Every high 
school should provide a number of well-selected reference books on 
history, covering all the different fields, a good atlas, encyclopedia, 
maps, and source material. 

Every teacher should be interested in the purchase of reference 
books for teachers. Such books contain the best that has been 
said on the subject, and furnish a guide along proper lines of teach- 
ing and study. 



44 

Books for teachers: 

Bourne, Teaching of History and Civics. Longmans. 

Eeport of the Committee of Seven. Macraillan. 

Eeport of Committee of Ten. American Book Co. 

Eeport of the Committee of Five. The Study of History in the 

Secondary Schools. Macmillan. 
Barnes, "Studies in Historical Method." Heath. 
Keattinge, Studies in the Teaching of History. Macmillan. 
Mace, "Method in History." Gihn. 
Vincent, Historical Eesearch. 
Hinsdale, How to Study and Teach History. Appleton. 



HISTOEY OUTLINES.* 

First Year. 

A. OEIENTAL HISTOEY. 
I. Egyptians. 
II. Assyrians. 

III. Hebrews. 

IV. Phoenicians. 
V. Persians. 

Brief study of political, social and economic conditions, art, archi- 
tecture and the work of archaeologists. 

B. GEECIAN HISTOEY. 

I. Land. Drill upon geographical work, the spelling and the 
pronunciation of ancient names. 
II. The People. Origin, character, typical organization, and in- 
stitutions. 

III. The rise of the Greek cities and the development of Greek 

political freedom. Colonization, sports, Athens, the de- 
fense of Greek freedom as seen in the Persian wars, the 
period of Athenian greatness. 

IV. The decline of Greek freedom as shown by the conflict for 

leadership. Sparta, Thebes, Macedon. 

V. The Graeco Oriental world. The mingling of East and West 

under Alexander the Great. 

'Reprinted, by permission, from the Teachers" College Record. 



45 
C. EOMAN HISTORY. 

I. The land. Study of physical conditions and their relations 
to the development of the peoples inhabiting Italy. Com- 
parison with geography of Greece. 

II. Conditions existing in Rome at the beginning of the histori- 

cal period. 

(1) Extent of territory under Roman control. 

(2) Organization as developed in the Regal period. 

(3) Decline of kingship and development of Republican forms. 

III. Rome as a Republic. 

(1) Internal conflict. Steps in the struggle for the extension 

of class privileges. 

(2) Expansion of Rome. 

(a) The unification of Italy. 

(b) The winning of the Mediterranean. 

(3) The organization of conquered territory under Roman rule. 

(4) Civil strife. 

(a) New class difficulties. 

(b) Attempts at peaceful reforms. 

(c) Development of military monarchy. 

IV. The Roman Empire. A topical survey of the institution of 

the Empire, the development of absolutism, the reorgani- 
zation of the Empire under Diocletian and the adoption 
of Christianity under Constantine. The economic and 
social conditions of the Empire. Intellectual and ar- 
chitectural remains. 

Second Year. 

Mediaeval History. 

A. TRANSITION. 

I. The Teutonic Barbarians. 
11. The Empire before the Barbarian invasion. Rapid review 
of development of the Roman Empire, relation to new 
forces without and within. 

III. The Christians. The new force within the Empire destined 

to absorb and control it. 

IV. The church. Its organization and political importance. 

V. Monasticism. As a criticism of the worldliness of the 
church organization necessary to satisfy the demand for 
better opportunity to cultivate the ascetic ideal. 
VI. The Era of Justinian. A period of reconstruction. 
VII. The Byzantine Empire. The decline and fall of the Eastern 
Empire, The encroachments of the Saracens. 



46 

VIII. The Kise of Islam. The force which made Christemlom 
conscious of its limitations and aided in bringing about 
the complete fusion of Eoman and Teuton. The Mediae- 
val type. 
IX. The Else of the Franks. The power that checked Islam 

in the West. 
X. The Holy Eoman Empire under Charlemagne, the old 
Eoman Empire, the Christian church, and the Teutonic 
Barbarian completely fused, the Madiaeval type closely 
established. 



B. MEDIAEVAL EUEOPE. 

XI. Feudalism. The form or organization which of neces- 
sity arose to control political, social, military, and eco- 
nomic conditions in an age of confusion. 
XII. France. Development through its struggle with feudalism, 
the formation of national unity. 
XIII. Germany. The way in which feudalism and the Italian 
complication effected the development of monarchy in 
Germany. 
XIV. Conflict between Empire and Papacy. The relation of 
emperors to popes and popes to emperors. 
XV. The Mediaeval church at the height of its temporal power. 
The unifying force of tlie Middle Ages, its organization, 
doctrine, extent of its control. 
XVI. The Crusades. As illustrative of the Mediaeval spirit, 
importance from economic standpoint. 
XVII. Mediaeval learning. Eeview of intellectual conditions from 
Augustan Age to the Eenaissance. 
XVIII. The Hundred Years War. Its influence upon the develop- 
ment of the English and French Monarchies. 
XIX. The Italian cities and the Eenaissance. Wealthy, inde- 
pendent cities as centers of progress in art and letters. 
XX. Else of the Hapsburgs and the ascendency of Spain. The 
stronghold of Catholic faith and papal support. 
XXI. The Protestant revolt in Germany. As a revolt against 
authority. 
XXII. The Catholic Eeformation and the Else of the Dutch Ee- 
public. The determination for religious freedom leads 
to political independence. 
XXIII. The Thirty Years' War. The last great conflict caused by 
difl'erence between Catholics and Protestants. The grow- 
ing prevalence of political rather than religious motives. 



47 
C. MODEEN EUKOPE. 

XXIV. The ascendancy of France under Louis XIV. France as 

a type of Absolutism. 
XXV. Rise of Russia and Prussia. Organization and consolida- 
tion of Eastern Europe. 

XXVI. The French Revolution ; the end of the "old order." 

XXVII. Europe and Napoleon; attempts to establish again the Em- 
pire under Napoleon. 

XXVITI. The unification of Germany; unity through confederation 
under Prussian leadership. 



Third Year. 
ENGLISH HISTORY. 

I. Geography of Great Britain and Ireland. 
II. Infusion of social elements. To 1154. 

(1) Pre-Roman Britain. Records; degree of civilization attained; 
survivals. 

(2) Roman Britain. 43-410 A. D. Conquest; Romanizing of the 

province; decay of Roman Britain. 

(3) Teutonic Britain. To 1066. Conquest and settlement; intro- 

duction of Christianity and development of ecclesiastical 
unity ; development of political unity prior to Alfred ; first 
period of Danish conquests ; Wessex and Alfred the Great ; 
political unity in the 10th century; English civilization in 
the 10th century; second period of Danish conquest; resto- 
ration of the English. 

(4) Norman Britain — 1066-1154. The Norman conquest of Eng- 

land; means by which William established his rule; effects 
of the conquest on language, architecture, feudalism, gov- 
ernment, the church; civil war. 

III. Foundation of the nation, 1154-1216. Extension of the Eng- 
lish possessions; reorganization of the government and 
the possession of the judicial system ; conquest of Ireland ; 
England and the Crusades; loss of the French possessions; 
conflict with the church; Magna Carta; fusion of social 
elements. 

IV. Formation of a united English people, 1216-1327. Struggle 
against arbitrary rule, Henry III; constitutional growth 
under Edward I; conquest of Wales; attempted conquest 
of Scotland; struggle against arbitrary rule, and its con- 
stitutional results, Edward II; social and economic con- 
ditions of the 13th century. 



48 

V. A period of foreign war and internal strife, 1327-1485. The 
Hundred Years War; the War of the Eoses; growth of 
parliamentary rule; rise of the ''New Monarchy;" social 
and economic change of the 14th and 15th centuries. 
VI. The Tudor despotism, 1485-1603. The Tudor despotism es- 
tablished; the Protestant revolt; the Catholic reaction; the 
religious settlement under Elizabeth; Protestant revolt in 
Scotland; Elizabeth and Mary Stuart; the Spanish war; 
discoveries and explorations ; growth of English commerce ; 
development of manufactures and the shifting of manufac- 
turing centers, enclosures; pauperism; Ireland; literature; 
the "new learning;" the "Elizabethan Age." 
VII. Struggle against absolute monarchy, 1603-1688. Preparation 
for the conflict under James I and Charles I; the Civil 
War; the Commonwealth and Protectorate; the restora- 
tion; revolution of 1688, colonization. 
VIII. Foundations of the British Empire, 1689-1815. The struggle 
for Empire— the Second Hundred Years' War; constitu- 
tional changes and the rise of the early party government; 
union with Scotland and Ireland; the Evangelical move- 
ment; Industrial Eevolution; England and the French 
Kevolution ; literature. 
IX. A period of democracy and reform, 1815-1909. Social, po- 
litical, religious, economic reforms in England; Ireland 
and reform ; growth of democracy' ; the eastern question : ex- 
pansion of the British Empire and plans for imperial 
federation ; party government perfected ; the Boer War ; 
literature. 

Fourth Year. 
*UNITED STATES HISTORY. 
I. Formation of the nation, 1492-1763. 

(I) Geography of the United States. 
(II) Discovery. 

(III) Colonization of America. 

1. Colonization in the 16th century. 

2. English colonization, 1607-1732. 

(1) Southern colonies. 

(2) New England colonies. 

(3) Middle colonies. 

(IV) Conflict between France and England for supremacy, 

1. 1689-1763 ; conditions leading to conflict. 

2. The Intercolonial Wars and their results, 1689-1763. 



49 

(V) Economic, social, and political condition of the Eng- 
lish colonies in 1760. 

II. A nation in the transit, 1763-1789. 

(I) Separation of the English colonies from the mother 
country, 
(II) Formation of the union. 
(1) Critical period, 1783-1789. 

a. The Confederation. 

b. The Constitution. 

III. The development of nationality, 1789-1860. 

(I) Period of Federalist supremacy, 1789-1801. 
(II) Period of Kepublican supremacy, 1801-1815. 
(Ill) Period of reorganization, 181.5-1829. 
(IV) Democracy in the ascendancy, 1829-1845. 
(V) Slavery question uppermost, 1854-1860. 

1. Extension of territory; settlement of Oregon question; 

Mexican war. 

2. Extension of slavery. 

IV. The nation tested, 1860-1865. 
(1) Secession. Secession in the cotton states; policy of 
Buchanan; attempts at compromise; formation of 
Southern Confederacy; policy of Lincoln. 

ai) The Civil War, 1861-1865. Resources of contestants, at- 
titude of foreign powers; study of strategic points; 
military events; emancipation policy; cost of war; 
constitution during the war. 

V. Expansion of the nation, 1865-1909. 
(I) Economic and political reconstruction of the South; 
condition at the close of the war; presidential and 
congressional reconstruction; the ''New South," and 
the race problem. 
(^I) Some of the leading social and political problems since 
1865. 

VI. A brief study of some of the more important facts of 
civil government. 



CIVICS. 

Where no civics is taught in the elementary school it is perhaps 
best to place this subject in the first year of the high school. A half- 
unit course at least should be devoted to this field. The approach to 
4 



50 

the subject should be made through the local unit as the township, 
borough, or city and county. This should include something of its 
history, boundary, officers, their election and their duties. 

The work should be made as concrete as possible. Among the im- 
portant topics dealing with concrete material are the public school 
system, especially with respect to its history, maintenance, control 
and relation to the state; various activities of the township such 
as road making and maintenance, looking after the poor, maintaining 
order, etc. 

The study of the borough should include such topics as borough 
charter, street paving and street cleaning, street lighting, sewage dis- 
posal, protection against fire, care of public health, public parks, and 
police protection. A study of the county should include the county 
officials and their duties, the court house as a place for keeping 
permanent records, the work of the courts, composition, selection and 
duties of the grand jury, of the petit jury, bridge building and road 
construction, fixing and collecting taxes. 

It will add interest to the subject to invite persons who have served 
as county or state officials to address the pupils on different ques- 
tions of government. If possible, have the class spend some time in 
the court house and city hall when practical visiting the different 
offices and possibly a trial in the court-room and a session of the city 
council. 

The facts and experiences gained in the study of local questions in 
civics will furnish an excellent preparation for the study of the 
government of the State and of the nation. The money appropriated 
by the state for the support of the local schools and the qualifica- 
tions for voting show the pupils ways in which the state govern- 
ment touches the individual citizens. All money in circulation and 
the post office with its parcel post, postal savings, and money ordei' 
departments should introduce the pupils to some of the very common 
functions of the national government. The aim of the whole course 
should be to make the pupils feel the dignity of citizenship and to 
develop in them a real sense of responsiveness to the duties of the 
citizen. 

In the Preliminary Statements on Keorganization of Secondary 
Education the committee on social studies proposes to outline the 
five folloAving units of social studies: — * 
"(1) Community civics and survey of vocations. 

(2) European history to 1600 or 1700 (including English and 

Colonial American History). 

(3) European history since 1600 or 1700 (including contempor- 
ary civilization). 

(4) United States history since 1760 (including current events). 

(5) Economics and civic theory and practice." 

•The term "social studies" is used to include history, civics and economics. 



51 

"Community civics aims to acquaint pupils with the civic condition 
of their own community. Pupils visit in person and study at close 
range the vital elements of their city, village or rural area. Personal 
visitation and first-hand information is a distinctive feature of the 
course. It insures the reality and simplicity so necessary to a vital 
knowledge of social forces. Finally, knowledge of the neighborhood 
will show the pupil how an effective education will make him a pro- 
ductive citizen." 

SURVEY OF VOCATIONS. 

The second part of the first unit is a survey of vocations. The aim 
of this survey is to study several of the common vocations. "It is 
thought that such a course besides being intrinsically interesting 
to the pupils actually gives them greater respect for all kinds of 
honorable work helps them later to choose more wisely their life 
work, convinces them of the absolute necessity for a thorough prep- 
aration before entering any vocation and helps to the end of the liigh 
school many who otherwise would have dropped out early in the race." 



FIRST YEAR SCIENCE. 

The character and efficiency of the courses in science in the liigh 
school will depend largely upon the kind of science offered in the 
first year and upon the manner in which this course is presented. 

The main objects of the first year of this course should be to culti- 
vate the scientific habit, to create a taste for and an interest in 
scientific investigation, to teach the pupil to observe the natural 
phenomena about him, and to interpret accurately their causes and 
effects. 

The best results can be accomplished with beginners by requiring 
them to carefully observe from a scientific standpoint those things 
with which they, by their association with nature, are already more 
or less familiar. Those lines of investigation and the experiments 
which deal with the phemonena of the earth, its origin and general 
parts, will furnish a natural and logical method to introduce the 
general subject of secondary science. 

The year's work should deal with the earth as a whole, the inter- 
pretation of the phemonena of land, water and atmosphere, accom- 
panied by numerous experiments of a physical, chemical and bio- 
logical nature. Freehand drawings of natural objects observed dur- 
ing field excursions should form a very important part of the work. 
Lantern slides, pictures, general maps, weather maps, and geograph- 
ical books will greatly aid the work. 



52 

This course should continue for a period of not less than twenty- 
four weeks, of four recitations per week. When short school terms pre- 
vent giving this amount of time to the subject, the lesser important 
topics and experiments should be omitted from the suggestive out- 
lines. In schools which have the longer t^rm, at least forty experi- 
ments of the following list should be performed. 

Each pupil should be required to keep a note book which shall 
contain in neat arrangement, the results of his observations, experi- 
ments, and his drawings. The note books should be written at the 
time the exercise is performed and should be available for inspection 
by representatives of the Department. 

All pupils taking this course should be required to perform in- 
dividually at least twenty-five exercises, selected from the accom- 
panying list. 

OUTLINE. 

I. The earth as a whole. 

A. Its relation to the sun and universe. 

B. Its relation to other planets. Nebular hypothesis. 

C. Its shape, six proofs. Origin of shape. 

D. Size. 

1. Compare with sun, moon and the planets. 

2. How determined. 

E. Motions of the earth. 

1. Kotation and effects. Distance from sun, seasons. 

2. Eevolution and effects. Equinox, Solstice, Inclination of 

Axis. 

F. Location upon its surface. 

1. Determined by latitude and longitude. 

2. Lines on the earth used in longitude. 

3. Lines located by earth's inclination. 

4. Maps, — Projection, contour lines, colors. 

G. Magnetism; compass and its variations. 

II. The Atmosphere. 

A. Its height and its weight; isobars, pressure. 

B. Composition (A mixture). 

1. Nature and source or occurrence and use of each con- 

stituent. 

2. Dust and its effects. 

C. Heat of the atmosphere. 

1. The thermometer. Its principle. 

2. Isothermal lines. 

3. What are the factors influencing temperature. 

4. Sources of heat. 

5. Effects on land and water. 



53 

D. Moisture. 

1. Evaporation — cause — variation — when will it cease? 

2. Kelative and absolute humidity: The hygrometer; the 

dew point. 

3. Condensation, — cause and forms. 

E. Circulation. 

1. Cause of wind and its benefits. 

2. Cyclones, tornadoes, cloud bursts, and their origin. 

3. Periodic and variable winds. 

4. Climate : 

a. Causes and controlling agents, 

b. Weather and weather maps, 

c. Heterology, 

f. Uses of the atmosphere, — physical and chemical. 
Forecasting. 

III. The Land. 

A. Building up forces. Tearing down forces. 

B. Interior of the earth. 

C. Movements of the earth's crust. 

D. Original condition of the earth. Prehistoric age. 

E. Mountains, plateaus, plains. 

1. How formed. 

2. Influence on people, climate and industries. 

3. Influence on other living things. 

F. Volcanoes. 

1. Distribution; 2. Theories; 3. Phenomena. 

G. Earthquakes. 

i. Theories of; 2. Historic earthquakes; 3. Instruments. 
H. Hot springs and geysers. 
I. Eocks — kinds and classification. 
J. Soils — kinds and values. 
K. Elvers. 

1. Erosion. 

2. Sedimentation. 
L. Lakes. 

1. Eelation to rivers. 

2. Salt lakes and their causes. 
M. Glaciers, past and present. 

N. Forces causing changes in land now. 
O. Life forms and their distribution. 

IV. The Ocean. 

A. Depth, density, temperature, and composition. 

B. Movements. 

1. Waves, cause and effects. 

2. Currents, cause and effects. 



54 

C. Erosion and deposit. 

D. Ocean floor. 

E. Life in the ocean. 
V. Other Waters. 

A. Evaporation, condensation. 

B. Wells, springs, underground streams, 
1. Kinds, effects, and uses. 

The following is a suggestive outline for each of three field ex- 
cursions : 

A. Observation of soil deposit. 

1. Shape of deposit. 

2. Materials composing it. 

3. Layers. 

4. Marks or scratches. 

5. Kinds of rock to which the soil belongs. 

6. Varieties of soils shown. 

7. Strange rocks or soils. 

8. Source of the soil. 

9. Agents of erosion. 

10. How was the material transported here. 

11. Character and value of the soil. 

B. Observation of rock deposit. 

1. Formation. 

2. Thickness. 

3. Dip. 

4. Classes. 

5. Cleavage. 

6. Layers. 

7. General characteristics. 

8. Weathering, kinds and rate. 

9. Talus accumulation. 

10. What becomes of eroded material. 

C. Observation of a flood plain, 

1. Location. 

2. Shape. 

3. Peculiarities. 

4. Meandering stream. 

5. Terraces. 

6. Strange rocks and fossils. 

7. Character of soil. 

8. Farms and gardens. 

9. Villages, location, size, etc. 

10. Character of boundaries. 

11. Wells. 

12. Drainage. 



55 

Outline for the study of the Ocean. 

1. Area. 

2. Distribution, oceans and size. 

3. Ocean floor. 

a. Topography of bottom. 

b. Volcanic cone. 

c. Steep slope. 

d. Valley like depressions. 

e. Great Ridges. 

4. Materials, clay, gravel, sand, (ooze), coral, organic sedi- 

ment. 

5. Depth and pressure. 

0. Ocean waters, — composition and temperature. 

7. Ocean movements, — causes, ocean waves, currents, historic 

significance. 

8. Winds. 

9. Auti Trade Winds. 

10. Ocean Life. 

11. Ocean Trafiflc. 

Laboratory and Field Exercises. 

1. Construct a figure showing the relative position of the sun, 

earth and other planets. 

2. Show causes of the phases of the moon. 

3. Drawing to shoAV causes of several kinds of eclipses. 

4. Drawing to show shape of the earth, and its size compared 

with the moon and planets. 

5. Methods of determining the size of the earth. 

G. Drawing to show position of the earth at the solstices and 
equinoxes. 

7. Drawing to show how solar, lunar and sideiial day are de- 

termined. 

8. Drawing to show method of computing the distance of the 

earth from the sun. 

9. Dark room experiments — -globes and candles. 

10. Determine the pupil's latitude. 

11. Sketch continents in a projection map of latitude and longi- 

tude lines. 

12. Drawing to show kinds of lines of measurement used on the 

earth. 

13. Interpret a contour map. 

14. Make a contour map from data. 

15. Determine altitude by a barometer. 

16. Experiments with bar and horseshoe magnets. 

17. Magnetism produced by an electric current. 

18. Plot magnetic lines of force. 



56 

19. A simple physical change of matter. 

20. A simple chemical change of matter. 

21. Examine several forms of carbon. Note occurrence, char- 

acteristics and uses. 

22. Demonstrate diffusion of gases. 

23. Demonstrate diffusion of liquids. 

24. Generate oxygen — simple experiments with oxygen to show 

combustion, rusting, formation of oxides. 

25. Generate nitrogen — simple experiments with nitrogen. Study 

a nitrate. 

26. A simple test for carbon dioxide. 

27. Effect on plant placed in jar of carbon dioxide. 

28. Effect on plant placed in jar of oxygen. 

29. Test the gas in each jar after several hours. 

30. Determine dew point. 

31. Study isobaric charts of tlie world. 

32. Demonstrate composition of air experimentally. 

33. Plot pressure curves. 

34. Study several kinds of thermometers. 

35. Determine boiling point and freezing point. 

36. Plot temperature curves. 

37. Study isothermal charts. 

38. Account for difference in isothermal charts for different: 

months of the year. 

39. Experiment showing evaiioration and condensation of water. 

40. Experiment showing capillarity. 

41. Study the hydrometer. 

42. Keep daily records for a week or more of temperature, pres- 

sure, wind direction and speed. 

43. Study general wind directions from weather maps. 

44. Forecast weather from data. 

45. Map showing causes of climate. 

46. Study topography in the vicinity of the school. 

47. Study six minerals, note their characteristics. 

48. Study quartz, feldspar, mica and other rock bases. 

49. List the characteristic rock near the school. 

50. Note the characteristics of a few common metals. 

51. Drawing to show cross section of an active volcano. 

52. Drawing to show a geyser in action. 

53. Study properties of a common acid, base salt. 

54. Experiment: Action of acid on marble. 

55. Aqtion of water on soluble salts. 

56. Effect of running water on rocks and soils. 

57. Expanding force of ice. 

58. Cross sectional drawing showing glacial creep. 



57 

59. Study common types of bacteria, microscopically. 

60. Study spread of disease by flies, rats, etc. 

61. Study one common type of each of the several classes of plants 

in the vicinity. 

62. Note location, root, branches, leaves, stem, flowers, and fruit. 

63. Study a common tj^pe of each of the several classes of animals 

in the vicinity. 

64. Note mouth, alimentary canal, respiration, circulation, sketch 

means of locomotion. 

65. Study distribution of grains and fruit with respect to climate. 

66. Study food stuff's in common foods. 

67. Collect seeds. Experiment in germination. 

68. Note forest reserves and their location. 

69. Experiment wave motions, spiral transverse and longitudinal. 

70. Drawing, cross sectional, to show side view of advancing 

series of waves. 

71. Make a collection of plant and animal fossils. 

72. Study rivei- of a young class. 

73. Study river of the old class. 
71. Study a plain. 

75. Study a plateau. 

76. Study animal life Avith respect to climate. 

EQUIPMENT. 

The following maps may be secured from bureau of the United 
States Geological Survey, Washington, D. C. 

1. A plain — Fargo, N. D. 

2. A Mountain Eange — Harrisburg, Pa. 

3. A Young Elver — Dublin, O. 

4. An old River — Caldwell, Kansas. 

5. Dissected Mountain — -Mt. Marcej''. 

6. Flood plain — St. Louis, Mo. 

7. Wind deposits — Kingsley, Kansas. 

8. Moraines — Brooklyn, N. Y. 

9. Diumlin, Sun Prairie, Wis. 

General coast and sailing chaites of the Atlantic and Pacific Oceans 
^an be secured from the United States Coast and Geodetic Survey 
:or fifty cents each. Tide tables can be secured from the same source 
'or twenty-five cents each. Secure weather maps from the United 
States Weather Bureau, Philadelphia or Pittsburgh. 

For Experiments. 

1 mineral collection, |2 50 

1 map mounting set, 1 65 

Outline maps per pad 35 



58 

1 Globe, 12 inch, 6 00 

Best physical wall maps, each, 4 50 

1 Maxinuim and minmum thermometer, 3 00 

1 Aneroid barometer, t) 00 

1 Eain guage, 2 75 

1 Balance, 5 00 

1 College bench lantern, 27 00 

Slides each, 40 

Colored pencils, per box, 06 

Drawing pencils, per dozen, 1 00 

1 Compass, 1 00 

1 Bar magnet, 6 inch, 50 

1 Solenoid magnet, 1 70 

1 Tripod, 45 

Aqnarium — glass, 4 00 

1 Bunson Bnrner, 30 

Glassware for oxj^gen generator, 20 

Bnbber tubing per foot, 08 

Dry cells, each, 25 

Kubber stoppers — depend on size, 

1 Funnel, 20 

4 oz. Yellow phosphorous, 45 

1 Deflagrating spoon, , 15 

Flasks according to size, 10-50 

1 Standard F. & 0. thermometer, 1 50 

1 Hydrometer — wet and dry bulb, 3 50 

1 Wind guage, 20 00 

1 Hand air pump, 4 00 

1 Bell jar, 2 50 

Hydrochloric acid per pound, 10 

Nitric acid, per pound, 10 

Sulphuric acid, per pound, 05 

Sodium Hydroxide, per pound, 12 

Potassium Hydroxide, per pound, 50 

Eoll Sulphur, sufficient, 02 

1 Microscope — high power, 30 00 

Iron filings, per j)ound, 10 

The foregoing prices are submitted for the purpose of making 
estimates only. Much equipment can be made by the pupils or se- 
cured from the chemical and physical laboratory. A satisfadory 
list of exercises may be selected from the foregoing by omitting those 
which require expensive apparatus. In small schools, one set of 
equipment for each exercise or series of similar exercises will be suffi- 
cient. Several different exercises may be assigned to pupils work- 



59 

ing in couples. In this manner the total minimum cost of the 
equipment for small schools should not exceed twenty-five dollars 
for each group of six pupils. 

The list of laboratory exercises should first be selected. Only such 
apparatus and supplies as such a list requires should be purchased. 
When possible, sufficient apparatus should be supplied to enable 
groups of pupils to work in couples on the same experiment. 

Reference Books. 

Davis — Heterology — Ginn & Co. 

Dodge — Reader in Piiysical Geography — Longmans, Green & Co. 

Tarr — New Phj^sical Geography — The Macmillan Co. 

Russell — Rivers of North America — Putman. 

Shaler — Nature and Man in America— Scribners. 

Herrington— About the Weather — Appleton. 

Russell — Lakes of North America — Ginn & Co. 



BOTANY. 



In the study of this subject, high school pupils frequently enter 
for the first time the ''fairy land of science." Every school is sur- 
rounded with a wealth of material and it is the privilege of the 
earnest teacher to remove the seals from the book of natuie and 
create enthusiastic readers for life. In no other subject is the call 
for spirited leadership more imperative. It is better to omit the 
course entirely than to entrust it to a teacher who has no interest in 
the subject except for to cover a prescribed number of pages in a 
text book in a given time. 

Schools that give but a seven months' term ought to spend the 
entire time on this subject rather than to divide the time between 
zoology and botany. Where the term is nine months long, it is 
entirely possible to consider some important topics in both branches 
of natural history. The determination of these topics is the most 
difficult task of the teacher. 

Dr. Hodge, of Clark University, stated in his lecture before the high 
school Department at Harrisburg that "In preparation for active 
citizenship let the biology of the high school centre about the life, 
interests, and problems of the town or city, the state or nation. Do 
the highest interests of the communit}' require that its educated 
citizens know this or that, is the question which should determine 
whether a topic be admitted to tlie high school course." "In the col- 
lege, the student enters the world of pure science. Here for the first 



60 

time, not the need of the child or the community, but the logical de 
velopment of the subject matter must dominate. The nature study 
point of view is to teach the child. The scientific point of view is to 
teach the subject." 

With this great purpose before him, the teacher must choose from a 
great variety of material. Laboratory work with a compound mi- 
croscope as an aid is an important part of the course. Carefully 
kept note-books illustrated by drawings of many things studied will 
give a valuable training. A study of native trees, economic plants 
such as cotton or rice, weeds, parasitic plants, wild flowers, garden 
flowers, or ferns may be emphasized to add interest and variety to 
the regular work. 

One of the main objects of this course is to teach the pupil to ap- 
preciate the beauties of nature and to show the harmony with which 
all laws and forces act to produce the many variations in plant life. 
Care should be taken to not make the couise too technical, and the 
extensive use of scientific terms should be avoided. Pupils should 
be encouraged to make collection of such plants, leaves and roots 
as they have observed during field excursions. 

Each pupil should have an herbarium which should contain at least 
fifty mounted specimens. The principles of plant analysis should 
be taught in connection with the collection and mounting of plants. 
The number of specimens analj^zed need not exceed that which will 
give the pupil a good understanding of the subject. Twenty of the 
laboratory exercises should be piopeily completed. All note books 
shall be available for inspection by membeis of the Department. 

OUTLINE. 

1. General observations of fall flowers. 

2. Collection and mounting of fall flowers. 

3. The study of the plant as a whole. 

4. Seeds and seedlings — four classes, food content, germination. 

5. Seed distribution — methods and j)urpose. 

6. The plant. 

(a) Root, kinds and uses, function. (b) Stem, kinds and 
position, (c) Leaves, kinds, arrangement, position, light, re- 
lations, (d) Flower, structure, (e) Fruit, classes, struc- 
ture. 

7. Study of several flowers. 

(a) Notice resemblances, (b) Pollination, wind, insect, gravity. 

8. Microscopic study of cells. 

9. Stems and buds. Arrangement, kinds and uses, 
(a) Exogens. (b) Endogens. 



61 

10. Study trees. 

(a) Recognition by flower and fruit. 

(b) Recognition by bark and cross section. 

(c) Recognition of lumber. 

(d) Uses, (e) Care of trees, (f) Spraying, (g) Tree planting. 

11. Analysis of flowers. 

(a) Preparation of herbarium, (b) Field Excursions. 

12. Flower plants. 

(a) Algae, (b) Fungi, (c) Moss, (d) Ferns, (e) Gymno- 
sperms. (f) Angiosperms. 

13. Plant societies — eight classes. 

14. Insectivorous plants. 

15. Botany and Agriculture. 

(a) How plants drink, (b) How plants breathe, (c) How fluids 
move in root and stem, (d) Chlorophyll and food making. 
(e) Storage of food, (f) How plants grow, (g) Plant pro- 
tection and adaptation, (h) Effect of heat, light, moisture, 
contact and gravity. 

16. Forestry. 

17. Plant tree seeds. Practice in grafting. 

18. Bulb culture. 

If the course in botany is continued through the entire year, the 
following order of study will be found helpful. 

1. Fall flowers — general observations — collection of. 

2. Leaves. 

3. Fruits — dry and fleshy. 

4. Roots. 

5. Stems, cross and vertical sections. 

6. Buds. 

7. Seeds — Germination. 

(a) Testing of soils, (b) Selection of seeds, (c) Testing ferti- 
lizers, (d) Capillarity in soils. 

8. General observations. 

(a) Movement of sap, (b) How plants breathe, (c) Removal of 
chlorophyll, (d) Storage of food, (e) Effects of heat, light, 
and varying degrees of moisture, 

9. Study of trees, 

10, Study of lower plants, 

11. Analysis of flowers, 

LABORATORY AND FIELD EXERCISES, 

1, Test effect on leaves by excluding light, 

2, Test effect on leaves by excluding air, 

3, Drawings of several kinds of leaves. 



62 

4. Examination of stomata. 

5. Cross and vertical section drawings of fleshy fruits. 

6. Irregular modes of transportation — India rubber plant. 

7. Amount of water lost by transpiration. 

8. Experiment showing withering and recovery. 

9. Examine stems for leaf scars. 

10. Test for sugar in leaves. Fehling's solution. 

11. Collection of dry fruits. 

12. Arrange under separate heads as beneficial seeds, injurious 
seeds, cereals, etc. 

13. Cross and vertical section drawings of roots. 

14. Examination of root cap. 

15. Examination of root hairs. 

16. Tabulate rate of growth of roots. 

17. Principle of osmosis. 

18. Else of liquids in roots— demonstration. 

19. Wbere does increase in length take place in roots. 

20. How temperature effects absorption of water by roots. 

21. Make collection of ditferent kinds of stems of the community. 

22. Study pruning, 

23. Make collection of stems to show modes of branching. 

24. Cross and vertical sections of stems. Polish the surfaces. 

25. Show method of passage of water from stem to leaf. 

26. Show how light changes the position of stems and leaves. 

27. Test the onion for food contents. 

28. Experiment to show rise of water in stems. 

29. Study "grain" of wood. 

30. Make quarter sawed sections of wood. 

31. Study buds of alternate leaved plants. 

32. Study buds of opposite leaved plants. 

33. Study scales of diftereut buds. 

34. Study vernation of oak, cherry, sycamore, poplar, dock. 

35. Study dormant buds. 

36. Effect of heat on germination. 

37. Effect of excessive, or absence of, water on germination. 

38. Effect of absence of air on germination. 

39. Effect of removing cotyledons from seedling. 

40. Show if size of seed governs germination and growth. 

41. Test seeds for starch. 

42. Observe growth of pollen tubes. 

43. Observe unfolding of bud. 

44. Test germination and growth of seedlings with different soils. 

45. Test germination and growth of seedlings with different 
amounts of fertilizer. 



63 

46. Test germination and growth of seedlings with different kinds 
f fertilizers. 

47. Germination of yeast. 

48. Bacteria cultures made from common sources. 

49. Microscopic eXiamination of moulds, rusts, spyrogyra, etc. 

50. Set out graft — modes of grafting and budding. 

51. Collect specimens of bark of the different trees nearby. 

52. Exercises in spraying. 

53. Collect fossil remains of early vegetation. 

54. Plant analysis. 

55. Collection of weeds and study methods of destroying them. 

56. Transplanting. 

57. Propagation by adventitious roots. 

EQUIPMENT. 

Much of the equipment provided for other science courses may 
le used for the work in botany, thus avoiding the purchase of addi- 
ional parts. However, the equipping of the laboratory separately 
s urged. In schools where the resources are limited, only the more 
ssential apparatus should be purchased. Additions can be made 
nnually with little difficulty. 

The following equipment is quite sufficient to equip a laboratory for 
en pupils working at one time: 

1 table 8 ft. long, 8| ft. wide, 3 ft. high, |10 00 

1 compound microscope, 30 00 

1 balance with weights, 4 25 

4 pairs scissors, 3 00 

4 straight forceps, 1 50 

4 curved points forceps, 1 50 

1 collecting case, 1 50 

1 plant press — pupils make. 

10 dissecting needles, 40 

4 hand lenses, 1 40 

4 Rcapels, 1 00 

10 flat plates, 50 

2 dissecting razors, 2 00 

12 plant pots, 50 

2 oz. cover glasses, 1 60 

2 pipettes, 08 

1 pint each testing solutions, per pint, 25 

2 trowels, 20 

1 thermometer, 1 00 

Cases for mounting seeds, etc., pupils make. 



64 

The foregoing list is only intended to aid in making the proper se- 
lection of materials. The list of laboratory exercises should be made 
after which the required equipment can be selected. 

REFERENCE BOOKS. 

Ganong — The Teaching Botanist — Macmillan. 

Coulter — Plant Relations— Appleton. 

Coulter — Plant Structure — Appleton. 

Setchell — Laboratory Practice for Beginners — Macmillan. 

Bulletins issued by State College, Department of Agriculture. 

Bulletins issued by Pennsylvania, Department of Agriculture. 

Bulletins issued by United States Department of Agriculture. 

Atkinson — Mushrooms — Holt. 

Bailey — Plant Breeding — Macmillan. 

Barnes — Outlines of Plant Life — Holt. 

Bergen & Davis — Principles of Botany — Ginn. 

Lipman — Bacteria in Relation to Country Life — Macmillan. 

Pinchot — Primer of Forestry, Washington, D. C. 

Schimper — Plant Geography — Oxford Press. 



ZOOLOGY. 



There is more opposition among pupils and patrons to the study 
of zoology than to any other science found in the curriculum of the 
high school. This is doubtless due to poor teaching and erroneous 
notions about the subject itself. If the same test be applied to 
topics in zoology that is suggested in botany much of this opposition 
may be overcome. Unless proper selection of material and topics 
is made, it would be best to omit the subject from the course. Where 
a choice must be made between zoology and botany or zoology and 
agriculture, the omission of zoology is recommended. All pupils have 
a natural and healthy interest in living things and the work in 
zoology should seize upon this trait and so direct it, that the course 
may be very profitable. The material is at hand in Pennsylvania 
for work in each of the great groups of animals. 

If some insect as the fly, or the craw fish, the frog, the sparrow 
and some common animal as the cat, are studied as type forms, a 
broad course is offered. 

The economic questions involved in the extermination of the 
native birds, and the great increase in the English sparrows, should 
receive attention. The destructive animals and means of destroying 
them, either natural or scientific, should be studied. In fact the 



65 

whole course could well be devoted to the study of the animal prob- 
lems of the farm. The grasshopper, the coddling moth, the army 
worm, the cut worm, the peach borer, the caterpillar, the rose bug, 
the potato bug, and the various scales are destroying annually more 
property than was ever threatened by an invading army. If the 
course in zoology will aid in the solution of these problems, the above 
mentioned opposition will soon disappear. 

The main objects of the course in zoology should be to train the 
pupil to make careful observations and correctly record them, to 
acquaint the pupil with the common animals in his neighborhood; 
to make a careful study of their habits in order to determine whether 
they are beneficial or harmful to man; to pursue such laboratory 
work as will acquaint the pupil with the more common morphological, 
ecological and physiological terms, to show the relation between 
plants and animals, and to teach the meaning of sanitation. A 
special study of birds or insects or some other class of animals is 
sometimes found to be very profitable and interesting. Some pupils 
of every class in zoology can doubtless be encouraged to make ia 
special study of some distinct order of life to the profit of the whole 
class. Pupils should be encouraged to make a collection of the 
smaller forms of the lower orders of animals. Frequent field ex- 
cursions are suggested in order to study the life habits, characteris- 
tics, homes, etc., of the more common animals. The collections of 
specimens may be grouped and mounted under such heads as benefi- 
cial or harmful, carnivorous or herbivorous, essential or injurious 
to the life of other animals or plants, moths, etc. 

A carefully prepared note book should be kept by each pupil, and 
it should be available for inspection at all times. It is not expected 
that the pupils will have time to make extensive note book records. 
Whatever work is attempted, however, should be accurately and 
neatly done. Care should be taken not to make the work too techni- 
cal. At least fifteen of the field and laboratory exercises should be 
completed during the year. 



OUTLINE. 

1. Study the animals of the vicinity in a general way. 

2. Note the character of reproduction and growth, external and 
internal structure. 

3. Note the part that animals play in the commercial life. 

4. How animals serve man. 

5. Study life and habits of animals in captivity. 

6. Read articles on mental traits and intelligence of animals. 



66 

7. Life history. 

(a) Type form as the mosquito, silk worm. 

(b) Type form as the toad. 

(c) Type form as the bird. 

8. General classes: 

(a) Protozoa, (b) Hydra, (c) Sponges, (d) Star fishes, (e) 
Worms, (f) Crustaceans, (g) Insects, (h) Spiders, (i) 
Mollusks. (j) Fishes, (k) Keptiles. (1) Amphibians, (m) 
Birds, (n) Mammals. 

9. Brief biography and works of noted scientists. 

The following outline is suggestive for the study of the life of 
any animal : 

A. Breeding habits. 

(1) Age. (2) Number of offspring. (3) Care of young. (4) Kind 
of nest. (5) Where located. (6) Alternation of genera- 
tions. 

B. General habits. 

(1) Wandering. (2) How far per day. (3) Hibernate. (4) 
Mimicry. 

C. Food. 

(1) Kinds. (2) When eaten. (3) Amount eaten. (4) Feeding 
habits. 

D. Mental traits. 

(1) Cunning. (2) Teachability. (3) As used in securing food. 
(4) Used in finding way home. 

E. Enemies. 

(1) Kinds. (2) Number. 

F. Environment. 

(1) Effects of cold or heat. (2) Adaptation. (3) Body mark- 
ings. (4) Useful or injurious. 

The following is a suggestive outline for the study of invertebrates : 

f. Structure. 2. Circulation. 

;>. Digestion. 4. Nervous system. 

5. Development. 6. Locomotion. 

Outline for vertebrates: 

1. Skeleton. 2. Organs of digestion. 

3. Circulation. 4. Nervous system. 

5. Breathing. 6. Integumentary system. 

7. Muscular system. 8. Locomotion. 

0. Excretory system. 10. Eeproduction. 



67 

LABORATORY AND FIELD EXERCISES. 

1. Field excursions should be planned according to the foregoing 
suggestions. 

2. Pupils should learn to recognize the common animals of any 
order which they have studied. 

3. Note the general plan of internal structure of a type animal 
in each of the foregoing general classes. 

4. Examine tissue first with the naked eye, then with the micro- 
scope. 

5. Study only the general features of reproduction. 

6. Microscopic examination of Amoeba. 

Note. — Layers of body, granular movements, blunt projections, 
food getting, fission. 

7. Microscopic examination of Paramoecium. 

Note. — Movements, structure, gullet, layers of body, oval sacks. 

8. Microscopic examination of Bell Animalcule. 

Note. — Location, general appearance, movements, cilia, disc, 
protoplasm, nucleus. 

9. Examination of Hydra. 

Note. — Appearance, movement, structure. 

10. Examination of Planarium. 

11. Examine skeleton of star fish. 

12. Examination of earth-worm. 

Note. — Habitat, movement, external features, internal features. 

13. Examine as above, Cyclops, water flea. 

14. Examine as above, Crab. * 

15. Examine as above. Centipede. 

16. Examine as above, Spider. 

17. Examine as above. Snail. 

18. Examine as above. Common Fish. 

19. Examine as above. Frog or Toad, 

20. Examine as above, Sparrow. 

21. Comparison of general life processes in plants and animals. 

EQUIPMENT. 

The following list of equipment and prices are only suggestive 
and are intended to aid in the selection of proper materials. Much of 
the equipment can be used in connection with the work in other 
science courses, which will materially reduce the cost of equipment 
for the course in zoology. However, the equipment should be pro- 
vided separately for the several science courses. The list of ex- 
ercises for the course should first be selected, and the apparatus and 
supplies purchased accordingly. The list is sufficient for ten pupils 
working alternate experiments, in couples. 

1 Bunsen burner, | 30 

^ gallon alcohol, 1 50 



68 

1 clamp, 50 

1 oz. Canada Balsam, 12 

6 battery jars, 6x8, 1 50 

I lb. chloroform, 23 

3 evaporating dishes, 50 

4 oz. ether, 32 

1 apparatus stand, 45 

1 pint wood alcohol, 20 

3 beakers, 250 c.c, 25 

I lb. carbon bisulphid, 08 

1 florence flask, 500 c.c, 25 

I lb. calcium hydroxide, 25 

1 pkg. filter paper, 07 

I lb. Fehling's solution, 20 

1 six-inch funnel, 15 

2 lbs. formalin, 30 

3 dissecting forceps, 50 

^ oz. iodine, 10 

1 insect case, 1 00 

2 books litmus paper, 06 

3 ignition tubes, 15 

I lb. sulphur, * 05 

1 paper pins, 05 

^ lb. potassium chlorate, 09 

1 box gummed labels, 04 

1 oz. xylol, 05 

1 compound microscope, 30 00 

^ lb. nitric acid, 09 

3 hand lenses, 1 00 

1 oz. pepsin, 15 

3 black bottom pans, 1 60 

2 lbs. paraffine, 20 

3 white lined pans, 90 

i lb. phosphorus, 20 

6 preserving jars, 500 c.c, 45 

1 oz. pancreatin, 20 

3 pairs scissors, sharp points, 50 

1 jar vaseline, 05 

1 table, 9 ft. long, 3^ ft. wide, 3 ft. high, 10 00 

1 test tube holder, 25 

3 scapels, 70 

50 test tubes, 1 00 

1 chemical thermometer, 35 

3 test tube brushes, 15 



69 

REFERENCE BOOKS. 

Hodge, Nature Study and Life. Ginn & Co. 
Lubbock, Ants, Bees and Wasps. Appleton. 

Comstock, Manual for the Study of Insects. Comstock Pub. Co. 
Seton, Wild Animals I have Known. Scribners. 
Bulletins of Departments of Agriculture, Washington, D. C, and 
Harrisburg. 

Chapman, Color Key to North American Birds. Doubleday. 
Detmer, Practical Plant Physiology. Macmillan. 
Hornaday, Taxidermy and Zoological Collecting. Scribners. 
Jordan & Kellog, Animal Life. Appleton. 
Pratt, Course in Vertebrates and Invertebrates. Ginn & Co. 



BIOLOGY. 



A general course in biology may be arranged by making selections 
from the preceding outlines for botany and zoology. 

The character of topics selected will be determined by the main 
objects of the course. In general, the objects should be to study the 
life history and habits of the more common type forms of plants and 
animals, their methods of breeding, and methods of destroying those 
which are injurious to man; and to show the interdependence of 
living things upon one another. 

Much of the work in the courses in botany and zoology, or biology 
should have some bearing on the economic benefits to man. The 
study of various forms of insect life which destroy crops, and the 
propagation of plants needful to man, and methods of exterminating 
the injurious types, will be found very profitable, as well as valuable 
in cultivating an appreciation for the things in nature. It is 
far more :m])ortant that the child should be able to see and 
appreciate the marvelous beauty of nature than to make an accurate 
sketch of the cellular structure of some microscopic plant or animal. 
The great problems of sanitation, keeping the town clean, care in 
storing and preserving foods, relation and selection of seeds and the 
propagation of plants, and controlling disease are biological prob- 
lems far greater in value than the knowledge of the unity of all 
life. 

Where a course in general biology is preferred to a separate 
course in botany or zoology, those topics which have an inter-relation 
and those in accord with the foregoing suggestions should be selected 
from the outlines for the courses in botany and zoology. 



70 
PHYSICS. 

No other scientific subject is so universally taught in the high 
schools of the state as physics. It is therefore essential that certain 
standards be definitely established. It is folly to undertake the study 
without proper equipment. This must include apparatus for the 
students, available for a considerable group at the same time, that 
they may work out for themselves a large number of quantitative 
experiments. 

Simplicity is an important quality in apparatus and as a result, 
great expense may easily be avoided. Boards frequently make the 
mistake of spending large sums for single pieces or combinations, 
when less money would buy material better suited for laboratory 
work. 

After the apparatus is secured it should be carefully kept in dust- 
proof cases, provided with locks. The teachers should have the time 
and tools to keep the apparatus in good order. Laboratory work to 
be successful must be thoroughly supervised. A year of nine months 
is all too short to study a modern text book and complete forty labora- 
tory experiments from the following list, recommended by the Com- 
mittee of Ten. 

The work should be made as practical as the time and the com- 
munity conditions will permit. The pupils should be taught the 
working principle of all machinery in use about them. The visits to 
mills and factories should have a two-fold purpose, namely, to study 
the physical principle of the machinery in use, and to study the 
actual business methods employed in their operation. 

The work should not be too technical. Lead the pupil by gradual 
steps to an appreciation of the subject. The experimental work 
should be largely qualitative. A carefully prepared note book should 
be kept by each pupil. Some general plan for arranging and record- 
ing all experiments should be adopted for all pupils. The note books 
should be available for inspection at all times. 

Limited facilities for doing the laboratory work may necessitate 
pupils working in groups of two. Whenever posible, however, each 
pupil should perform the experiments alone. When sufiicient appa- 
ratus cannot be secured for each pupil or all groups of two pupils 
working the same experiment at one time, several different experi- 
ments may be assigned at one time. The pupils can perform the 
experiments alternately as previously suggested. 

In schools which have terms shorter than nine months and which 
have a small amount of equipment, the laboratory requirement should 
consist of 25 to 8.5 of the most essential experiments from the accom- 
panying list. 



71 

In schools of the first class, the pupils should be required to per- 
form individually at least forty experiments selected from the ac- 
companying list. The experiments should be selected to include the 
several main divisions of the subject of physics. 

The following outline offers sufficient material for selection to 
meet the varying needs of the different districts. The experiments 
should be selected to meet the individual needs of the community 
and the apparatus should be purchased accordingly. 

OUTLINE. 

T. j\Ieasu: ement: 

A. Metric system, linear, square, cubic, mass. 

B. Volume, weight, density. 

C. Properties of matter. 

D. States of matter. 

II. Mechanics: 

A. Fluids. 

1. Pascal's Law, Hydraulic press. 

2. Pressure due to gravity. 

3. Pressure varying with depth and density of the liquid. 

4. Pressure on the bottom of the vessel. 

5. Principle of Archimedes. 

6. Specific gravity — solid and liquid. 

7. Gases, relation between pressure and volume. 

8. Atmospheric pressure: Buoyancy, barometer, pumps. 

B. Solids. 

1. Principle of moments. 

2. Parallelogram of forces. • 

3. Newton's laws of motion. 

4. Force, momentum, velocity, acceleration. 

5. Falling bodies. 

6. Mechanical work: 
Potential and kinetic energy. 
Conservation of energy. 

7. Machines: 

Kinds of machines. Principle of work applied to machines, 
mechanical, advantage, friction, efficiency. 

8. Uniform circular motion: 
Centrifugal and centripetal. 
Forces qualitatively illustrated. 

9. Law of universal gravitation. 
Kelation of weight to mass. 
Center of gravity. 
Equilibrium. 



72 

States. 

Equilibrium with two forces. 

Equilibrium with three forces, four cases. 

III. Heat. 

A. Heat a form of energy. 

1. Temperature. F. and C. Scales. 

B. Sources of heat. 

C. Condensation, convection- radiation. 

D. Expansion. 

1. Solids, liquids, gases. 

E. Change of state. 

1. Fusion. 

2. Vaporization. 

3. Boiling. 

4. Evaporation. 

F. Measurement of heat. 

G. Mechanical equivalent of heat. 

1. Steam engine. 

2. Gas engine. 

IV. Sound: 

A. Nature and origin of sound. 

B. Waves, kinds and propagation. 

D. Velocity. 

E. Reflection, echoes, resonance. 

F. Harmony, discord, beats. 

V. Light: 

A. Define: Light, luminous body, illuminated body, trans- 
" parent, translucent and opaque bodies. 

C. Pitch, loudness and quality. 

B. Waves, nature and velocity. 

C. Rectilinear propagation of light in a momogenous medium. 

Shadows. Pin hole camera. 

D. Photometry, laws of invarse squares. 

E. Reflection of light. 

1. Law. 2 Regular and diffused. 3. Mirrors. 4. Position 
and character of images. 

F. Refraction. 

1. Laws. 

2. Refraction by plates, prisms, lanses. 

3. Lenses: kinds, principal focus, axis. 

4. Position and character of images formed by converging 

and diverging lenses. 

G. Dispersion, color, spectrum. 

H. Application: Eye, camera, telescope, microscope. 



73 

VI. Magnetism : 

A. Magnets: Permanent, temporary, natural, artificial. 

B. Polarity, magnetic attraction and repulsion. 

C. Magnetic induction, magnetic field and lines of force, permea- 

bility. 

D. The earth as a magnet, compass, dip, declination. 

VII. Static electricity: 

A. Electrification by friction. 

B. Electrical attraction and repulsion. 

C. Condensers. 

D. Conductors, insulators, induction. 

VITI. Current electricity : 

A. Simple voltaic cell. 

B. Electro-chemical action. 

C. Local action, polarization and prevention. 

D. Types of cells, Daniel and Leclanche. 

E. Electrolysis. The ampere. 

F. Storage cells. 

G. Electro magnetism. 

H. Magnetic field around a current. 

I. Relation between direction of current and lines of magnetic 

force. 
J. Electro magnets. Uses. 
K. Electric bell, telegraph. 
L. Resistance: 

1. Ohm's law. 2. The ohm. 3. The volt. 4. Power. 5. Kilowatt 

hour. 

M. Effects: 

1. Heat. 2. Light. 3. Electric heater. 4. Arc light. 5. Incan- 
descent lamp. 

N. Measurement of electricity: 

1. Galvanometer. 2. Ammeter. 3. Voltmeter. 4. Resistance 
box. 

O. Grouping of cells. Series and parallel. 

P. Fall of potential. 

Q. Direction and magnitude of E.M.F. 

R. Simple dynamo and motor. 

S. Simple direct and alternating current generator. 

T. Wireless telegraph. 

U. Transformer. Induction coil 

V. Roentgen rays. 



74 

EXPERIMENTS. 

1. Measuring: Meter stick, vernier, micrometer caliper, cuive 
plotting. 

2. Find volume, weight, and density of several solids as wood, 
stone, iron, etc. 

3. Find specific gravity of a liquid. 

4. Study action of the siphon. 

5. Boyle's law. 

6. Hooke's law. 

7. Compare elasticity of rubber or brass as to agreement with the 
laws of elasticity. 

8. Strength of materials. 

9. Elasticity of bending wood as to length, breadth, thickness. 

10. Find the co-ordinate of a given curve drawn upon co-ordinate 
paper and plot a curve from given co-ordinates. 

11. The stiaight lever. I'linciple of moments. 

12. Center of gravity of a material rod or triangle. 

13. Parallelogram of forces. 

14. Moments about a fixed point of any number of parallel forces 
in the same plane. 

15. Relation of friction to pressure. 

16. Coefficient of friction between solid bodies, on a level and by 
sliding on an incline. 

17. Efficiency test of some elementary machines. 

18. Comparison of masses by inertia. 

19. Relation of time of vibration of a pendulum to its length. 

20. Relation of acceleration to falling bodies, as the moon. 

21. Test the gauge lines of a thermometer. 

22. Relation between pressure of steam and its temperature. 

23. Linear expansion of a solid. 

24. Increase of pressure of a gas heated at a constant volume. 

25. Specific heat of a sub;jtance. 

26. Latent heat of water. 

27. Latent heat of steam. 

28. Dew point of the air of the room. 

29. Pitch of tuning fork by column of air in a vessel. 

30. Relation of pitch to length of wire. 

31. Relation of pitch to tension, and thickness of wire. 

32. Velocity of sound. 

33. Wave length of sound. 

34. Photometer. 

35. Images by a plane mirror. 

36. Images by a convex mirror. 

37. Images by a concave mirror. 



75 

38. Index of refraction for glass, for water. 

39. Find the critical angle of water. 

40. Focal length and conjugate foci of a converging lens. 

41. Size and position of real images in a converging lens. 

42. Size and position of virtual images in a converging lens. 

43. Magnifying power of a lens. 

44. Construction of telescope, compound microscope. 

45. Magnifying the lines of magnetic force for a bar magnet. 

46. Magnetic induction. 

47. Study of single fluid cell. 

48. Study of a two fluid cell. 

49. Magnetic effects of an electric current. Electrolysis. 

50. Resistance as to length and cross section of conductors.' 

51. Resistance measured: 

Voltmeter and Wheatstone's bridge. 

52. Battery resistance of combined cells. 

53. Methods of connecting cells, with reference to external and 
internal resistance. 

54. Study of induced currents. 

55. Electric bell. 

56. Electric telegraph. 

57. Wireless telegraph. 

58. X-rays. 

EQUIPMENT. 

Much of the equipment required for the foregoing experiments 
may be made by the pupils. Whenever possible the making of home 
apparatus should be encouraged. Some of the equipment in the fol- 
lowing list can be purchased for use in the study of several other sci- 
ences, as chemistry, botany, etc., thus lessening the cost of the ap- 
paratus for the physical laboratory. Such equipment as the electric 
telegraph, electric bell, telephone, etc., may be omitted as these 
may be borrowed from or studied in offices, stores and factories in 
the vicinity. 

The accompanying list of apparatus is sufficient for a class of 
ten pupils working in couples on the alternating plan. 

A physical laboratory is not complete until sufficient equipment 
is provided to enable the groups of pupils to work the same experi- 
ment at one time. The list of experiments for the year's work should 
first be ascertained after which the necessary apparatus can readily 
be selected. 

1 table, 8 ft. long, 3^ ft. wide, 3 ft. high, |10 00 

1 ten gallon water tank with faucet, 6 00 

2 meter sticks, 50 

1 balance with counterpoise, 12 00 



76 

1 set iron weights, 1 25 

10 steel balls, 2 cm., 50 

5 spring balances, 2,000 gr., 2 50 

1 parallelogram of force board, 1 25 

1 manometer tube, 25 

1 constant weight hydrometer, 40 

1 constant volume hydrometer, 30 

4 batter jars, 1 00 

2 Boyle's law tubes, 60 

3 tripods, rods and clamps, 5 00 

2 dew point hydrometers, 2 00 

4 thermometers C. and F., 4 00 

2 spring and weights holders for Hooke's law, . . 75 

2 steam generators, 5 00 

1 coefficient expansion apparatus, 75 

1 expansion piece — brass and iron rod, 3 00 

1 inclined plane, 1 50 

1 carriage for same, 1 00 

1 calorimeter, 2 50 

2 bar magnets, 60 

2 horseshoe magnets, 50 

1 compass, 1 25 

1 electroscope, .' 1 00 

2 voltaic cells, 1 25 

2 porous cups, 20 

2 sets carbon and copper plates, 50 

1 D'Arsonval galvanometer, 2 25 

4 1,000-ohm resistanec coils, 1 25 

1 Wheatstone's bridge, 2 25 

6 dry cells, 1 50 

1 induction coil, 5 00 

1 electric bell, 50 

2 push buttons, 25 

1 electric motor, 5 00 

1 apparatus for measuring vibration rate of tun- 
ing fork, 4 25 

1 tuning fork of each, 256, 385, 512 vibrations, . . 3 25 

1 protractor, 35 

2 prisms, 75 

2 concave mirrors, 60 

2 convex lenses, 1 00 

2 plane mirrors, 50 

1 electric telegraph outfit, 3 25 

1 wireless telegraph outfit, 10 00 

5 ft. rubber tubing, 1 50 



77 

1 lb. sulphuric acid, 50 

1 lb. ether, 50 

1 lb. copper sulphate crystals, 15 

1 lb. zinc sulphate crystals, 10 

1 funnel, 10 

1 nest beakers, 1 00 

1 Wimshurst machine, 12 00 

2 Leyden jars, 2 25 

1 air pump, 23 00 

1 bell jar, 2 50 

1 set pulleys, 1 50 

1 set weights, 1 g. to 1,000 g., 3 00 

1 sq. ft. thin sheet rubber, 35 

1 barometer tube, 80 

1 wheel and axle, 1 45 

2 Bunsen burners, 70 

or 

2 alcohol lamps, 76 

1 magnetic needle (mounted), 1 25 

1 lb. iron filings, 20 

1 glass rod, 10 

1 silk pad, 25 



REFERENCE BOOKS. 

Cathcart, University Physics, (2 vols.). AUyn & Bacon. 

Ganot, Physics. Wm. Wood & Co. 

Lodge, Pioneers of Science. Macmillan. 

Duncan, The New Knowledge. A. S. Barnes & Co. 

Smith and Hall, The Teaching of Chemistry and Physics. Long- 
mans. 

Whitman, Recent Developments of Physical Science. P. Blackstone 

Hopkins, Experimental Science. Munn & Co. 

S. P. Thompson, Elementary Lessons in Electricity and Magnetism. 
Macmillan. 

School Science an d Mathematics. Chicago, 111. 

Ames and Bliss, Experiments in Physics. American Book Co. 

Woodhull, Homemade Apparatus. Barnes. 

Woodhull, Simple Experiments in Physics (2 vols.). Barnes. 

Cajori, History of Physics. Macmillan. 



78 
CHEMISTRY. 

Schools that maintain a three years' course should not undertake 
this subject at all, and without facilities for laboratory work, its 
study is of very doubtful value in any school. Experience shows 
that a year of nine months is necessary for effective work. Probably 
the best division of the time is in proportion of three recitation 
and two double laboratory periods per week. The size of the labora- 
tory groups will be determined largely by the facilities, but not more 
than twenty pupils can be properly supervised in experimental work. 

The purpose of the course in secondary schools is mainly discipli- 
nary. It provides excellent training in observation and in logical 
thinking and gives a knowledge of important natural and industrial 
processes. The ability to do, to observe accurately, to make logical 
inferences, and to express results in good English, are of more value 
than the acquisition of many facts, however important. With this 
aim admitted, the laboratory note book becomes the center of in- 
terest for the teacher. He must assure himself that his pupils are 
thinking and not doing their work mechanically. Descriptions of 
experiments should be written at the time they are performed. 

The use of the chemical equation and formula should be restricted, 
especially in the earlier part of the work. Analytical work cannot 
be emphasized in a course that is so limited in time. 

In order to give a practical training in the course such subjects 
as the following might receive greater emphasis than the text-books 
usually give them: Chemistry of cooking, of the laundry, of making 
soap, of soils, and of foods. Pupils should be encouraged to analyze 
water from nearby wells, to analyze milk to determine the fat con- 
tent, to study local manufactories of cheese, ice cream, candies, to test 
the coal tar dyes in candies, the extraction of oils from herbs, and 
spices, the determination of the alcoholic content of patent medi- 
cines, the percentage of ash in the coal supply, the practice of re- 
moving stains, bleaching, etc. If the school is located in a manufac- 
turing community, visits should be made by the class to the factories, 
and any chemical processes used should receive special attention. 

The course in chemistry will prove more valuable if the practical 
knowledge of the properties and chemical changes of matter is 
emphasized. The three important points for emphasis are: 

1. Accuracy in performing an experiment and in making ob- 
servations. 

2. Observation of phenomena with accuracy in interpretation, 
and description. 

3. Application of knowledge gained. 

All subject matter should be frequently reviewed and comparisons 
made when possible. 



79 

The following is a suggestive order for the study of any substance: 

1 . Characteristics. 

2. Occurrence. 

3. Preparation. 

4. Uses and applications. 

Pupils in schools of the first class should be required to keep a 
carefully prepared notebook which shall contain, in full, the state- 
ment, })ioceduie and results of at least thirty experiments to be se- 
lected from the accompanying list and performed individually. In 
schools of other classes, fifteen to twenty experiments should be 
required of each pupil. 

OUTLINE. 

1. Physical and chemical changes in matter. 

2. Elements: compounds, mixtures, solutions. 

3. Metals. 

4. Non-metals. 

5. Chemical symbols. 

6. Oxygen — oxidation. 

7. Hydrogen. 

8. Laws: Boyle's and Charles'. 

9. Water. 

10. Atmosphere. 

11. Other gases. 

12. Acids, basesi, salts. Most useful kinds. 

13. Halogens. 

14. Nitrogen and nitrogen compounds. 

15. Atomic hypothesis. 

16. Chemical equations. 

17. Physical conditions as related to chemical action, 

18. Sodium and potassium compounds. Uses, 

19. Sulphur and its compounds. 

20. Carbon and its compounds. 

21. Ionic theory and electrolysis. 

22. Theory of chemical equilibrium. 

23. Phosphorus and phosphates. 

24. Silicon and silicon compounds. 

25. Metals, only most common. 

26. Some common organic compounds. 

EXPERIMENTS, 

1. Heating substances in air, 

2. Heat a mixture of iron filings and sulphur, 

3. Decomposition of a compound. Heat mercury in air, 

4. Heat zinc dust. 

5. Heat copper filings. 



80 

6. Preparation of oxygen from Potassium chlorate and manga- 
nese dioxide. 

7. Experiments with oxygen gas. 

8. Tests for acids. 

9. Preparation of hydrogen. Electrolysis of water. 

10. Preparation of hydrogen from acids. 

11. Effect of sodium on water. 

12. Action of an acid on a metal oxide. 

13. Action of acid on zinc. 

14. Action of hydrogen on copper oxide. 

1.5. Show impurities of water and methods of removal. 

16. Experiment hard and soft water. 

17. Solutions. 

18. Neutralization of acids and bases. 

19. Preparation of hydrochloric acid. 

20. Preparation of a salt. Four ways. 

21. Insoluble salt. 

22. Experiment in bleaching. 

23. Preparation of nitrogen. 

24. Preparation of nitric oxide. 

25. Preparation of nitric acid. 

26. Oxidizing power of nitric acid. 

27. Determine combining weight of magnesium. 

28. Properties of sulphur. 

29. Preparation and properties of sulphur dioxide. 

30. Preparation and properties of hydrogen disulphide. 

31. Process of burning. 

32. Examination of flames. 

33. Fractional distillation. 

34. Preparation of soap. 

35. Composition of marble. 

36. Preparation of lime. 

37. Lime water and tests. 

38. Preparation of carbon dioxide. Uses. 

39. Preparation of hydrocarbons. 

40. Flame test for metals. 

41. Borax bead tests. 

42. Making blue prints. 

43. Practice in photography. 

44. Mordants and process of dyeing. 

45. Preparation of ammonium hydroxide. 

46. Preparation of artificial gas. 

47. Dissociation of mercuric oxide. 

48. Burn sodium, magnesium and potassium in air. Study the 
products. 



81 

49. Burn iron in oxygen. Study the products. 

50. Combine substances formed by burning sulphur and phos- 
phorus in air, with water. 

51. Proportion by weight in which hydrogen and oxygen unite. 
52-55. Tests for four metals of those selected for study in unknown 

mixtures. 

56. Preparation and study of iodine. 

57. Atomic weight of metals or zinc and silver by displacement. 

58. Decomposition of ammonium nitrate. Study nitrous oxide. 

59. Composition of a gas formed by action of nitric acid on copper. 

60. Test for presence of carbon in common substances. 

61. Fermentation and products. 

EQUIPMENT. 

The following equipment will be sufficient for six pupils working at 
a time. Some supplies commonly used have been omitted. In schools 
where the work cannot be carried out as indicated owing to lack of 
facilities, a selection of the required number of experiments should 
be made from the foregoing list and the supplies and apparatus pur- 
chased accordingly, after which additions can be made annually. 

1 table 7ft. long, 3^ ft. wide, 8 ft. high, |10 00 

1 wall sink — gas and water connection, 15 00 

or 

2 ten gallon iron tanks for water and waste 
water, 3 00 

1 bottle shelf, 1 00 

10 stock bottles, 2 50 

20 reagent bottles, 4 75 

10 small reagent bottles, 1 25 

24 wide mouthed bottles for solids, 75 

2 mortars, 75 

1 funnel, 50 

3 nests of beakers, 1 10 

3 Bunsen burners, 1 25 

10 collecting jars, . . .-. 1 00 

3 blow pipes, 30 

Assortment of corks, 

3 nests of crucibles, 

4 25 c.c, graduated cylinders, 1 40 

1 lead dish, 50 

3 pkgs. filter paper, 40 

2 each, 4, 8, 16, oz. flasks, average, 1 20 

3 prs. forceps 40 

6 glass funnels, 60 

6 



82 

12 rubber stoppers, 1 and 2 holes, 1 00 

2 lbs. glass tubing, 80 

1 quire litmus paper, GO 

12 ft. rubber hose, 14 and 3-16 inch., 1 45 

4 sand baths, 15 

1 balance, 10 00 

2 sets weights, 1 to 20 grams, 1 25 

1 gross assorted test tubes, 2 25 

3 test tube racks, 1 00 

12 hard glass test tubes, 6 inch, 1 00 

12 clay triangles, 40 

1 pneumatic trough, home construction, 

3 ring stands, 4 rings, each, 2 00 

6 test tube brushes, 40 

CHEMICAL SUPPLIES. 

1 lb acetic acid, | 15 

^ lb. arsenic trioxide (acid) 05 

6 lbs. hydrochloric acid, 60 

1 lb. ammonium nitrate, 30 

2 lbs. nitric acid, 25 

4 lbs. ammonium hydroxide, 50 

^ lb oxalic acid, 05 

5 lbs. sulphuric acid, 25 

1 qt. alcohol, 90 

1 lb. alum, 10 

1 lb. ammonium chloride, 15 

1 lb. calcium chloride, 30 

1 lb. antimony, 20 

1 lb. barium chloride, 25 

1 lb. calcium sulphate, 10 

2 lbs. copper sulphate, 20 

1 lb. animal charcoal, 25 

1 lb. carbon disulphid, 25 

^ lb. copper oxide, 75 

^ lb indigo, 50 

^ lb. lead nitrate, „ 10 

1 oz. iodine, 30 

1 lb. iron sulphate, 05 

1 lb. iron sulphid, 15 

1 lb. iron filings, 10 

1 lb. sheet lead, 15 

^ lb. lead peroxide, 25 

^ lb. litmus solution, 15 

^ lb. magnesium ribbon, 25 



83 

2 lbs. magnesium dioxide, 25 

1 lb. paraffine, 20 

•J lb. yellow phosphorus, 15 

I oz. potassium metal, 40 

1 lb. potassium bichromate, 25 

1 lb. potassium carbonate, 10 

1 lb. potassium chlorate, 25 

1 lb. potassium nitrate, 15 

1 lb. potassium hydroxide, 50 

1 lb. zinc sulphate, 10 

2 lbs. powdered zinc, 40 

3 lbs. sodium sulphate, 10 

1 lb. sodium, 65 

2 lbs. sulphur, 10 

1 lb. sodium nitrate, 10 

2 lbs. sodium carbonate, 20 

1 lb. borax, 15 

1 lb. disodium phosphate, 25 

I lb. sodium acetate, . ! 20 

EEFERENCE BOOKS. 

Smith and Hall, The Teaching of Chemistry and Physics. Long- 
mans. 

Tilden, Hints on Teaching Chemistry. Longmans. 

Remsen, Cliemistry (advanced). Holt. 

Dobbin and Walker, Chemical Theory for Beginners. Macmillan. 

Newth, Inorganic Chemistry. Longmans. 

Oswald-Findlay, Inorganic Chemistry. Macmillan. 

Jones, Modern Theory of Solution. American Book Co. 



AGRICULTURE. 



Economic conditions have changed quite materially during the 
past quarter of a century. It is the business of the public schools 
to keep pace with these changing conditions in order that they may 
perform the functions for which they are operated. Industrial and 
agricultural conditions of the present day make it imperative that 
the boys and girls receive some specific training which shall fit them 
to take their places as bread winners. In response to this insistent 
demand agricultural and industrial education has been incorporated 
into our public school system. 



84 

Instruction in agriculture is now required by law of all township 
high schools. Many borough high schools are establishing courses 
in agriculture because of the public demand for it, the demand being 
based upon an economic need for it. 

The type of instruction that is here outlined is intended for those 
township and borough high schools offering a course in agriculture 
as one course among several in a scheme to furnish a general educa- 
tion. No state aid is granted for this type of agricultural in- 
struction. School districts desiring to establish and maintain voca- 
tional agriculture for which state aid is granted should write to 
the Vocational Division of the Department of Public Instruction at 
Harrisburg, asking for a copy of the bulletin entitled "Agricultural 
Schools and Departments." This bulletin explains the standards 
and requirements governing the agricultural schools qualifying for 
State aid. 

Township and borough high schools offering a course in agricul- 
ture should devote one year's time to the subject, although a one- 
half year's course will be accepted as a minimum. At least three 
recitation and two double laboratory periods should be devoted to 
this work in agriculture each week. This work should consist of 
recitations, laboratory experiments, field trips and some practical 
work carried on by each member of the class at home. 

It should be clearly kept in mind that it is the quality of the work 
and not the quantity that is of the most importance. It is impossible 
to cover all phases of agricultural instruction in the limited time ac- 
corded this subject in the high school. In these schools a general 
survey of agricultural conditions and methods should be given. 
This should be followed by a thorough, detailed and practical study 
of one or two agricultural topics, such as soils, fruit raising, dairy- 
ing, etc. The quality and extent of this work must be such as to put 
it on a par with the other high school sciences. This will necessi- 
tate the purchase of a certain amount of apparatus which should be 
properly cared for after it is purchased. 

The pupils of the agricultural class should keep an accurate record 
of demonstrations, experiments and field trips. 

Farm arithmetic problems should be given in connection with each 
agricultural topic and not as a separate arithmetic course. 

The class in agriculture should be permitted to attend orchard 
demonstrations and other such meetings conducted in the vicinity 
by the School of Agriculture of State College, or by officers of the 
State Department of Agriculture. 

Collections of grains, grasses, weed seeds, economic insects and 
the various woods will be of great value. An economic set of seeds 
can be secured from the U. S. Department of Agriculture at Wsah- 
ington, D. C, for a nominal sum. 



85 

A study of the proper methods of selection and storage of seed 
corn and germination tests of the same should be carried on each 
year. In all high schools located in country districts seed corn 
should be tested free every spring for all farmers desiring this help. 

The teacher of agriculture should send to the Editor and Chief 
of the Division of Publications, U. S. Department of Agriculture, 
Washington, D. C, and to the Extension Department, School of 
Agriculture, State College, Pa., for the various agricultural bulletins 
which are issued free of charge. 

Teachers of agriculture are urged to consult freely with the Ex- 
pert Assistant in Agricultural Education of the Vocational Division 
of the Department of Public Instruction, Harrisburg, Pa., in regard 
to the various phases of Agricultural instruction. 

The following suggestive outlines on Soils, Fertilizers, Farm Crops, 
Fruit Raising and Vegetable Gardening will give an idea of the man- 
ner in which the various agricultural topics should be treated. 



SOILS. 
General: 
Origin, kinds, surface and subsoil, glacial, residual, specific gravity, 
moisture and air of the soil, soil capillarity, drainage, irrigation, 
moisture retaininng capacities of the various soils, soil tempera- 
ture, effect of humus and lime, tillage operations and implements. 

Exercises: 

Collection and study of various soils. 

Separation of mixed soil into component parts. 

Specific gravity of various soils. 

Presence of air in soils. 

Surface and subsoil differences. 

Relative productivity of soil and subsoil. 

Determination of per cent, of water, organic matter and mineral 

matter in soils. 
Moisture retaining capacities of soils. 
Capillary rise of water in different soils. 
Effect of humus on absorption and retention of moisture. 
Effect of humus and lime on texture of soils. 
Effect of soil mulch. 

Soil temperatures, relation of humus and water to same. 
Study of soils of the community. 

Apparatus: 

A. General: (for class of ten). 
5 boxes for supply of soils. 
2 balances weighing to centigrams. 



86 

1 set of weights for same. 

1 soil auger. 

5 soil sieves. 

5 alcohol lamps. 

Soil survey map and report (issued by the U. S. Bureau of Soils). 

B. Individual: 

5 bottles or boxes for soil samples. 
4 specific gravity bottles. 

6 six-inch flower pots. 

4 student lamp chimneys (large bottles can be used). 
1 soil tube rack (should be made by the student). 
1 shallow pan. 
4 pint fruit jars. 
1 crucible or iron spoon. 

Individual equipment may be reduced materially by rotation of 
experiments. 

References: 

Soils — Burkett — Orange Judd Company. 

The Soil — King — The Macmillan Company. 

Soils — Lyon and Fippin — The Macmillan Company. 

Agronomy — Clute — Ginn & Company. 

The Fertility of the Land — Roberts — The Macmillan Company. 

Soil Physics Laboratory Manual — Mosier and Gustafson — Ginn & 

Company. 
Soils — Fletcher — Doubleday, Page & Company. 
Soils and Crops — Barto — D. C. Heath & Company. 



FERTILIZERS. 

General: 
How plants feed, source of plant food, air, moisture, the elements, 
soil analysis, alkali and acid soils, humus, soil and air nitrogen, 
nitrogen fixing, nitrification, use of legumes, farm manures, 
composition and value, preservation of same, composts, care and 
handling of manure, commercial fertilizers, source and compo- 
sition, how to purchase, how to mix, when and how to add ferti- 
lizers to the soil, use of wood ashes, lime. 

Exercises: 

Study of Osmosis or how plants feed. 

Study color, texture and odor of the various fertilizer materials. 

Exercises showing the efl'ect on plant growth when fertilizing ele- 
ments are applied alone and in various combinations, including 
the use of lime. 

Test for acidity and alkalinity of soils. 



87 

Compute the percentage composition of several complete fertilizers. 

Several exercises in mixing fertilizers, computing cost of same. 

Study of legumes. 

Innoculation of soil for alfalfa. 

Inspection and report of all nearby farms as to method of caring 

for and handling farm manure. 
Report from each student of kinds of farm manures and fertilizers 

used on home farm or nearby farm showing amounts used and 

time and riiethod of application, cost of same. 
Study of statements on fertilizer sacks. 

Materials: 
A. General: 

Bottles of fertilizer elements and samples of fertilizers as sold 

by fertilizer companies. 
Supply of fertilizers for practice in mixing. 
Lime in three forms. 
Supply of blue litmus paper. 
Supply of red litmus paper. 

References: 

Fertilizers — Voorhees — The Macmillan Company. 

Soil Fertility and Permanent Agriculture — Hopkins — Ginn & Co. 

Soils and Fertilizers — Snyder— The Macmillan Co. 

Soils — Fletcher — Doubleday Page & Co. 

Fertility of the Land — Eoberts^ — ^The Macmillan Co. 

Farm Crops. 

CORN. 
(Other crops to be treated in a similar manner.) 

General: 
Value as a crop, distribution, types, varieties grown in community, 
study of botanical characteristics, kind of soil best adapted to 
corn, kinds and amounts of fertilizers, time and method of plant- 
ing, cultivation, harvesting and storing, selecting of seed corn, 
corn judging, winter storage of same, germination test of seed 
corn, improvement of seed, ear to row method, corn as a feed, 
insect pests and fungous diseases with control of same, corn 
fodder, silage. 

Exercises: 

List of varieties grown in community. 

Study of reports of State and National Departments of Agriculture 

for valuation and yields. 
Test various soils for corn by growing in flower pots. 



Test effect of various fertilizers. 

Individual reports from each student on some field of corn covering 

entire history of crop. 
Estimate of loss in field due to empty hills and barren stalks. 
Selection and judging of seed corn. 
Winter storage of seed corn in various ways (students should make 

racks). 
Germination test. 
Collection and preservation of insect pests and fungous diseases. 

Matei^ials: 

A. General: 

Supply of various soils. 

Supply of various fertilizers. 

Supply of seed corn for judging. 

Germination box or boxes (to be made by students). 

Eacks for storing corn (to be made by students). 

Bottles and cases for insect and fungous collections. 

B. Individual: 

2 plates or saucers. 

4 six-inch flower pots. 

Rag-doll tester (made by student). 

References : 

Crops and Methods for Soil Improvement — Agee — The Macmillan 

Company. 
Cereals in America — Hunt — Orange Judd Co. 
Forage and Fibre Crops in America — Hunt — Orange Judd Co. 
Corn Plants — Sargent — Houghton, Mifflin & Co. 
Forage Crops — Voorhees — The Macmillen Co. 
Corn — Bowman and Crossley — Ames, Iowa. 

Fruit Raising. 

(ORCHARDS.) 
General: 

Disti ibution and vnluation of fruit industry, future prospects, 
selection of site for orchard, market, distance to market, soil, 
exposure, air and water drainage, study of varieties, varieties 
best adapted to soil and climate and market, where and how to 
purchase stock, methods of planting, sod mulch, cultivation of 
orchard, interplanting, inter cropping, cover crops, budding and 
grafting with reason for same, top grafting, picking, boxing, 
barreling, baskets, storing, marketing, fungous diseases and in- 
sect enemies with control of same, fertilizers, dwarf trees, study 
of home orchard. 



89 

Exercises: 

Study of reports of State and National Departments of Agriculture. 

Inspection trips to several orchards to study points noted above. 

Make list of varieties grown in neighborhood with number of trees 
of each kind. 

Fruit judging. 

Study of nursery catalogs. 

Exercises in budding and grafting. 

Making of grafting wax. 

Attend orchard demonstrations conducted by the State Depart- 
ment of Agriculture. 

Exercises in pruning. 

Exercises in spraying. 

Making of Bordeaux mixture. 

Use of lime-sulphur. 

Planting of fruit trees on school and home grounds. 

Materials: 
A. General: 

Collection of apples of the various varieties for use in fruit 
judging exercises. 

At least one budding and grafting knife. 

One pruning saw. 

One pair of pruning shears. 

One pruning knife. 

Beeswax. 

Tallow. 

Copper sulphate. 

Quicklime. 

Flowers of sulfur. 

Lead arsenate. 

One hundred or more seedlings for practice in grafting and bud- 
ding. 

References: 
The American Apple Orchard — Waugh — Orange Judd Co. 
Nursery Book — Bailey — The Macmillan Co. 
The Principles of Fruit Growing — Bailey — The Macmillan Co. 
The Pruning Book — Bailey — The Macmillan Co. 



VEGETABLE GARDENING. 

General: 
List of vegetables for home garden, time of planting of each, kind 
of soil with treatment before planting, fertilizers kind and 
amounts, cultivation, irrigation, the Skinner system, economy of 



90 

space, late crops take place occupied by early crops, construction 
and use of cold frames and hot beds, intensive versus extensive 
cultivation, use of vacant lots for gardening by students for 
pleasure and profit, school gardens. 

Exercises: 

Secure ground for school gardens, or better yet, have each student 

take charge of a portion or all of home garden for full season, 

keeping accurate records and making report at end of season. 
Construction of cold frame and hot bed, at home or at school, or 

both. 
Devote portion of school garden to varieties not common in 

neighborhood. 
Study of several vegetable plants in winter by means of use of 

flower pots and window boxes. 

Materials: 
A, General: 

Plot of ground for gardening. 

Seeds of various vegetables. 

Lumber and sash for cold frames and hot beds. 

Window boxes and flower pots. 

References: 

Vegetable Gardening — Watts — Orange Judd Co. 

Principles of Vegetable Gardening — Bailey — The Macmillan Co. 

How to make a Vegetable Garden — Fullerton — Doubleday, Page & 

Co. 
How to Grow Vegetables — Franch — The Macmillan Co. 
School and Home Gardens — Meier — Ginn & Co. 
The Home Garden — Kexford — Lippincott Co. 
Four Seasons in the Garden — Rexford — Lippincott Co. 
Gardens and Their Meaning — Williams — Ginn & Co. 
Amateur Gardencraft — Rexford — Lippincott Co. 
Indoor Gardening — Rexford — Lippincott Co. 



DRAWING. 



The high school course of study in drawing depends largely upon 
what has been accomplished in this subject in the elementary schools. 
Careful consideration of the work in the elementary schools and a 
short but effective summary at the beginning of the high school work 
will do much toward leading the student into the more serious work 
of the high school. 



91 

High school drawing must necessarily differ from the work done 
in the elementary schools. The courses must be adapted to the needs 
of the student. Hence we have differentiation. 

Drawing is a subject of great practicability and keen refinement. 
It broadens the vision and enables the willing person to get a deeper 
insight into the real things of life. 

Aim. 

The aim in the high school should be to develop along the lines 
which appeal to the student and thereby enable him to respond to 
that which is beautiful. The primary reason for art in the high 
school is not to teach drawing, but to quicken and develop the aes- 
thetic sense of the community. We must, therefore, adapt the sub- 
ject matter to the needs of the high school pupils in a way that will 
enable them to apply it in their surroundings. 

The aesthetic sense comes to the fore in this stage of the student's 
development and he is more emotional, more sensational and more 
introspective. 

If this tendency can be rightly directed it will influence the stu- 
dent's surroundings, — his home, his person and his actions. There is 
great opportunity to influence his surroundings through problems 
adapted to the home, clothing, architecture, etc. 

The development and appreciation of what is beautiful is the de- 
velopment of taste. Good taste is born of good relationships. To 
train taste is to give abundant opportunities for choice. The best 
opportunity comes in the teaching of good design. 

Our work, therefore, naturally divides itself into two main lines 
of training — those of representation and design. 

Through representation we train for careful perception, correct 
proportions, and skill in handling of mediums. Through design we 
develop the principles of appreciation as applied to things around 
us. 

The following is an outline of courses in drawing suitable for a 
high school maintaining four years of work. 

COURSE IN DRAWING. 
First and Second Years. Third and Fourth Tears. 

^General Arts Course. 
Freehand Division. < Teachers' Training Course. 



Mechanical Division. 



I Girls' Industrial Course. 

Architectural Course. 
Boys' Industrial Course. 



92 

There are two main divisions in the course of study, namely, the 
Freehand Division and the Mechanical Division. Differentiation 
takes place in both divisions at the beginning of the third year of the 
course. 

The freehand work may be divided into three distinct courses 
at this period, namely, The General Art Course, The Teachers' Train- 
ing Course, and The Girls' Industrial Course. 

The General Art Course is planned for those students who have 
more than ordinary ability in the subject and desire to specialize 
along that line. Students desiring to enter an art school should have 
this line of training. 

The Teachers' Training Course is planned for students who expect 
to become teachers and who will probably enter a normal school. The 
Girls' Industrial Course is supposed to give an all around training 
in art and is planned to help the girls in making their surroundings 
more beautiful and thus make their lives more happy. 

Freehand Division. 
First Year. 

Representation: — Large accented pencil outline drawings of in- 
teresting fall growths. Careful arrangement on paper with regard 
to placing, proportion, etc. Study of the turning of leaves. Draw- 
ings in colored crayon on tinted paper of flowers, fruits and vege- 
tables. Painting of some in water color — ^large quick sketches. 
Groups of interesting objects in outline and color. Perspective prin- 
ciples applied to interior and outdoor views. Large quick sketches 
from animals. Pose drawing. 

Design: — Study of principles of design. Spacing. Simple arrange- 
ment of units of design in borders and all over patterns. Application 
to problems — book covers, Christmas cards, place cards, etc. Simple 
lettering. 

Arrangement of flowers, fruits, etc., in good composition. Paint- 
ing of composition in neutral tones. Study of color harmony applied 
to composition. 

Second Year. 

Representation: — Study of plant form. Plant analysis sheets with 
attention to arrangement. Still life groups in crayon and charcoal. 
Pencil painting of still life and simple landscapes. Drawings from 
animals. Animal drawings from memory. Figure drawing. 

Design: — Use sketches in making posters and covers for school 
journal. Special attention to lettering. Color study in composi- 
tions of plant form and still life. Design made by conventionaliza- 
tion of plant forms to be used in wood blocks and stencils. 



93 

Advanced Art Course. 
Third Year. 

Representation: — Still life, flowers, fruits, etc., in water color. 
Use of background. Drawing from historic ornament. Cast draw- 
ing. Art History— architecture. Animal and figure drawing and 
composition. Outdoor sketching in pencil and color. 

Design: — Study of color. Application in composition and design. 
Hand made tiles, bowls and plant boxes. Clay modelling from fruits 
and vegetables. 

Fourth Year. 

Representation : — Cast drawing. Study of still life for correct rep- 
resentation of spouts, handles and other details. Study of perspec- 
tive, developing and applying of principles. Art history — painting 
and sculpture. 

Design: — Study of alphabets. Designing of headings, tail pieces, 
title pages and initial letters. Posters. Modeling of animals and 
figures from life. Casting in plaster. 

Teachers' Training Course. 
Third Year. 

Representation : — Careful pencil drawing of fall growths. Flowers 
and fruit in water color. Study uses of tinted papers. Blackboard 
drawing. Current Art Notes. Study of Art Industries. 

Design : — ^Application of designs to objects suitable for problems in 
the elementary grades — portfolios, note book covers, bags. Problems 
in weaving. 

Fourth Year. 

Representation: — Still life in charcoal with crayon or water color 
added. Same method applied to landscapes. Study elementary 
courses of study. Methods. Current Art Notes. American Art Gal- 
leries. 

Design : — Application of design to problems suitable for elemetary 
grades. Basketry — sewed and woven baskets, mats, bags. 

Girls' Industrial Course. 
Third Year. 

Representation : — Sketching from flowers, fruits, seed pods, berries, 
etc., for use as motifs for design. Drawings of interiors. Study of 
proportion. 

Design: — Design applied to articles of clothing, belts, waists, mil- 
linery, bags, scarfs. Book binding. Tooled and cut leather. Metal 
problems. 



94 

Fourth Year. 

Representation: — Drawing of furniture and interiors. 

Design: — Problems centering about the home. Design applied to 
pillows, mats, portiers, wall papers, china. Designs for furniture — 
line and proportion. Historic furniture. Textiles. Color schemes 
for interiors. Good and bad home furnishings compared. Embroidery 
problems. Study of lace designs. Study of good vase forms. Artis- 
tic arrangement of flowers. 

Three Years' Course of Study. 

Schools maintaining three years of work may follow for the first 
year the work outlined for the seventh and eiglith grades which is 
as follows: 

Seventh and Eighth Grades. 

Materials — paper, pencil, charcoal. 

September and October. 

Draw in accented outline leaves in different positions. 

Draw in accented pencil outline using more difficult subjects than 
the intermediate grades. 

Flowers — clover, sunflower, aster, etc. 

Use enclosing form and initial. 

Draw large specimens of milkweed with leaves, wild sunflower — 
dried, corn stalk. 

Draw fruits on branch and make composition of same using frame 
line. 

Borrow brushes from intermediate grades and make compositions 
in tones. 

November and December. 

Draw books and baskets in different positions. Group fruit with 
basket. Two books grouped. Lemon with glass, etc. 

Construct a portfolio, envelope or some other useful article. 
Make suitable decoration and apply to same. 
A calendar or cover for an essay may be made. 
Draw in large accented outline, hats, shoes. 

January and February. 

Make winter landscape in simple charcoal tones. Buildings may 
be used. Paint pencil landscape using buildings. 

Geometric Problems. 

1. To bisect a straight line. 

2. To erect a perpendicular at the end of a line. 

3. To construct a square. 



95 

4. To construct an equilateral triangle. 

5. To draw line parallel to a given line. 

6. To construct a regular hexagon. 

Make freehand working drawings of cube, square prism, triangular 
prism, cone, cylinder. 

Make working drawing of a spool or ink bottle, a working drawing 
of a plain desk or table. 

March and April. 

Draw in accented outline twigs, horse chestnut, lilac, apple. 

Flowers — tulip, daffodil, marsh marigolds, fruit blossoms, blue 
flag, etc. 

Borrow crayons or brushes and place flowers in composition. 

The first and second years' work of the above four years' course 
may be used during the second and third years of the three years' 
course. 

Two Years' Course of Study. 

Schools maintaining two years of work may follow for the first 
year the work outlined for the seventh and eighth grades. Dur- 
ing the second year, they may follow the outline for the first year 
of the four years' course. 

It is supposed that the work in many of these schools is just being 
introduced and therefore must necessarily be more elementary. In 
the limited amount of time which can be devoted to the subject in 
these courses it is scarcely possible to differentiate. Hence, a general 
course is necessary. If, however, it is possible to carry the work 
farther, sufficient material will be found in the outlines of the ad- 
vanced courses of study. 

List of Helps for Teachers. 



REPRESENTATION . 



Clark, E. E., 
Cross, Anson, 
Bailey, H. T., 
Bailey, H. T., 
Bailey, H. T., 
Dow, Arthur, 
Haney, James P., 
Hammock, A. G., 
Hammock, C. S., 
Hatton, R. G., 
Jacobs, H. W., 
Koch, L. W., 
Miller, L. W., 
Morton, Dora M., 

Speed, Harold, 

Warner, Earl A., 
Whitney, Frederick, 
Woodbury, Chas., 



Plant Form, 

Freeehand Drawing, 

Tree Studies in Silhouette, 

Nature Drawing, 

Nature Packets, 

Composition, 

Pencil Sketching, 

The Loose Leaf Drawing, 

Blackboard Drawing, 

Figure Composition, 

Antique Buildings, 

Pencil Sketching, 

Essentials of Perspective, 

Freehand Perspective, 

Art Education for High SchoolsPrang Co. 

The Practice and Science of Lippincott 

Drawing, 
Tree Studies, 
Blackboard Drawing, 
Pencil Sketches, 



Lane. 

Ginn & Co. 

School Arts Pub. Co. 

Atkinson, Mentzer & Co. 

School Arts Pub. Co. 

Doubleday, Page & Co. 

National Arts Pub. Co. 

Loose Leaf Pub. Co. 

A. S. Barnes Co. 

Lippincott. 

Scott, Foresman & Co. 

Prang Co. 

Scribners. 

Pratt Institute. 



Scott, Foresman & Co. 
The Davis Press. 
Milton Bradley Co. 



96 



DESIGN. 

Batchelder, Ernest A. Design in Theory and Practice, Macmillan 
Branch, 
Elizabeth Garabrantlllustrated Exercises in Design 



Picture Books, 
Pattern Design, 
Nature and Ornament, 
The Furnishing of a Modest 
Home, 
DeForest, Lockwood, Illustrations of Design, 



Crane, Walter, 
Day, Lewis F. 
I),iy. Lewis F. , 
Daniels, Fred. H., 



Hammock, A. G. 
Hammond, 

Edith Gary, 
Haney, James P., 
Jackson, Frank G., 
Jackson, Frank G., 
Lawrence, Maude, 

and 
Sheldon, Caroline, 

Midgley & Lilley, 
Ross, Denman W., 



Loose Leaf Drawing, 

Industrial Drawing, 
Classroom Practice in Design, 
Lessons on Decorative Design, 
Theory in Practice of Design, 



The Use of the Plant in Deco- 
rative Design, 
Plant Form and Design, 
A Theory of Pure Design, 



, Prang Co. 
John Lane Co. 
Scribners. 
Scribners. 
Davis Press. 

Ginn & Co. 

The Loose Leaf Pub. Co. 

Redfield Bros. 
Manual Arts Press. 
Lippincott. 
Lippincott. 



Scott, Foresman & Co. 
Scribners. 



ART HISTORY AND ART APPRECIATION. 



Caffin, Chas. H., 

D'Anvers, N., 

Emery, Mable S., 

Gardner, 

Goodyear, 

Turpin, 

Van Dyke, 

Waldstein, 



Lyons, 

Shaylor, H. W., 



Munsell, A. H., 
Vanderpool, 
Ross, Denman, 



Art for Life's Sake, 

Elementary History of Art, 

How to Enjoy Pictures, 

A Grammar of Greek Art, 

A History of Art, 

Famous Painters, 

The Meaning of Pictures, 

Art in the Nineteenth Century, Macmillan. 

Masters in Art, Bates & Guild Co. 

Great Artist Series, Educ. Publishing Co 



Prang. 

Scribners. 

Prang Co. 

Macmillan . 

A. S. Barnes Co. 

Maynard, Merrill & Co. 

Scribners. 



LETTERING. 

Grammar of Lettering, 
Book of Alphabets, 
Decorative Initials, ^ 

The Monastic Text, 
Guild Alphabet, 
Old English Text, 

COLOR. 

A Color Notation, 
Color Problems, 
Theory of Pure Design, 
(Chapters on Color) 

PICTURE STUDY. 

Perry Pictures, 
Elson Prints, 
University Prints, 
Turner Prints, 
The Copley Prints, 

MAGAZINES. 

International Studio, 
The Craftsman, 
School Arts Magazine, 



Lippincott. 

Ginn & Company. 



The Davis Press. 



Geo. H. Ellis Co. 
Longmans, Green & Co. 
Houghton, Mifflin Co. 



Perry Picture Co. 
Elson Art Publication Co. 
Bureaii of University Travel. 
Horace K. Turner. 
Curtis & Cameron. 



John Lane. 
Gustav Stickley. 
School Arts Pub. Co. 



EQUIPMENT. 

Good results in drawing do not depend upon an elaborate equip- 
ment. Good work may be done with few materials in an ordinary 
class room. However, in order to carry out a four years' course as 
outlined it is necessary to bave the proper materials and equipment. 

There follows what might be considered a desirable equipment for 
a drawing room of a school where a four years' course of study is 
maintained. 



97 



If considerable work in the different crafts is pursued, special out- 
fits may be needed for such lines of work as book-binding, metal 
work, jewelry or pottery. 

Equipment (desirable for a first-class high school). 

A well lighted room. 

Drawing tables placed so that light falls from the left side. 

Pedestals or stands on which to arrange studies sufficient in num- 
ber to accommodate the classes. 

A good sized blackboard. 

A good sized poster board of burlap or other material of good 
texture and quiet coloring on which to exhibit drawings. 

Still life subjects such as vases, pitchers, teapots, bean jars, bowls, 
bottles, jugs, baskets, etc. 

Cases or shelves in which to keep still life and other materials. 

Large jars for holding flowers. 

A few casts — panels, masques, busts. 

A library of helpful books for teacher and pupils. 

Materials (desirable for a four years' course). 

Drawing Boards. 

Drawing paper: 

Heavy water color paper, 
Light weight water color paper. 
Tinted paper. 
Tracing paper. 
Squared paper. 
Charcoal paper, 

fwhite 
Manila paper -j cream 
I grey 

Blotters. 

TAlizarin Crimson 
Reds -] Rose Madder 
[Vermillion 

fNew Blue 
Blues -{ Cobalt Blue 

I Prussian Blue 



Water colors in tubes 



rCadmium Pale 
Yellows 4 Cadmium Deep 
[Indian Yellow 

Burnt Sienna 
Black 
Chinese White 



Water colors- 
Palettes 



-in boxes. 



Brushes 



Pencils 



'Camel Hair ("Large 
or A 

Sable [Medium 

("Large, H in- wide. 
Bristle (flat) -^ Medium, | in. wide. 
[Small, i in. wide. 

Pencil . 
Medium Sketching Pencil. 



fSoft Sketchin 
■i. Medium Sketc 
[Hard Sketching Pencil. 



98 

Colored Crayons. 

India Ink. 

Scissors. 

Compasses. 

Charcoal 

Erasers. 

Thumb Tacks. 

Sloyd Knives. 

Leather tooling tools. 

Paste. 

Rulers . 

Equipment (necessary for a three years' course). 

Ordinary classroom. 

Boards to place across aisles on which to arrange studies. 

Poster board of good size. 

Blackboard of good size. 

Still life subjects such as vases, pitchers, teapots, bean jars, bowls, 
bottles, jugs, baskets, etc. 

(Many of these articles can be brought from the home. Others 
can be bought at five and ten cent stores). 

Cases or shelves for still life and other materials. 

Helpful books. 

Materials (necessary for a three years' course). 

Drawing paper: 

("white 
Manila -i grey 
[cream 

Tinted papers. 
Tracing papers. 
Squared papers. 
Charcoal papers. 

Blotters. 

Water color in boxes (three colors and black). 

Scissors. 

Paste. 

rsoft. 

Pencils -{Medium. 
LHard. 

India Ink. 

Compasses. 

Charcoal . 

Colored Crayons. • 

Erasers . 

Thumb Tacks. 

Rulers. 

Knives . 

Prices of Materials. 

The prices given below are those listed in catalogues. In buying 
in quantities a reduction is usually made. 

Drawing tables (can be made for about) $4.00 each 

Drawing tables (can be purchased at) $5.00 to $10.00 each 

Pedestals, $1 .00 each 

Burlap, per yard, 15c. to 25c. 

Casts: 

Panels, each, $ .50 to $ 2.50 

Masques, each, 50 to 2.50 

Busts, each, 1.00 to 10.00 



99 

Books listed elsewhere. 

Still Life: 

Pottery Models, i doz. pieces, $4.00 to $6.00 

Tea pots, bean jars, bowls, bottles, jugs, and baskets of good 
form and color can be purchased at the 5 and 10 cent stores. 

Drawing Boards: 

Can be made by pupils. 

Can be purchased, each, $ .75 

Water color paper, per sheet, 26 in . x 40 in . , 25 

Special prices in ream lots. 

Tinted paper, 19 in . x 25 in . , per quire, $1 .25 

Manila paper, 9 in. x 12 in., per quire, 40 

Tracing paper, 9 in. x 12 in., per quire, 40 

Squared paper, 9 in . x 12 in . , 100 sheets, 20 

Charcoal paper, 19 in x 25 in . , per quire, 75 

Water colors in tubes: 

Winsor & Newtons. Discount of 20% allowed. per tube 

[Alizarin Crimson, $ .50 

Reds] Rose Madder, 1.07 

[Vermillion, 25 

[Cadmium Pale, 63 

Yellows -{Cadmium Deep, 63 

[Indian Yellow, 50 

[New Blue, 25 

Blues-fCobalt Blue, 63 

[Prussian Blue, 25 

Burnt Sienna, 25 

Black, 25 

Chinese White, 25 

Water color boxes (filled) (three colors and black), per box, 25 

[Large camel hair, 30 

Brushes-j 

[Small camel hair, 10 

[Soft sketching, per gross, 4.00 

Pencils ^Medium sketching, per gross, 4. 00 

[Hard sketching, per gross, 4. 00 

Blotters, 16 sheets, 9 in. x 12 in., 25 

Palettes, China, 5 in. x 9 in., per dozen, 6.00 

Colored crayons, per box 8 crayons, 05 to .15 

India Ink, per dozen bottles, 3.00 

Scissors, per dozen, 1.80 

Compasses, per dozen, 1 .80 

Charcoal, per box, 15 

Erasers , per dozen , 15 

Thumb Tacks, per box of 100, 20 

Sloyd Knives, 20 

Leather Tooling Tools, each, 40 

Paste, pint jar, 20 

Rulers, per gross, 2.75 

List of Firms. 

F. Weber & Co., Philadelphia. 

Eugene Dietzgen Co., New York. 

P. P. Caproni & Bro., Boston. 

Milton Bradley Co., Philadelphia. 

The Prang Co., New York. 

Atkinson Mentzer Co., New York. 

Dixon Crucible Co., Philadelphia. 

Eagle Pencil Co., New York. 

Mechanical Division. 

Drawing is the basis of all industrial work. Mechanical drawing 
gives the facts necessary for construction. A drawing giving the 
facts of form and dimensions is technically termed a "working draw- 
ing." 

Since the work of today is largely industrial the work in Mechani- 
cal Drawing should make a strong appeal to many boys. 



100 

Certain fundamental processes underlie all industrial drawing 
whether architectural or mechanical. It is, therefore, advisable to 
spend at least two years on general work. 

Such exercises as simple freehand working drawings, lettering 
and geometric problems should come at the beginning of the high 
school work. 

If desired, differentiation may occur at the beginning of the third 
or fourth year. 

At this time a division for architectural drawing and another for 
industrial drawing may be made. 

The following course may be taken as suggestive for high school 
work. 

First Year. 

Three simple freehand working drawings made from models of 
articles to be constructed. 

Pupils should learn to select the proper views for showing con- 
struction and the correct placing of these upon the paper. 

The proper dimensioning of a drawing should be taught. 

These drawings should be used in the shop during the construction 
of the articles. The following articles are suggested: 

1. A bread board. 

2. A key rack. 

3. A bench hook. 

Any article that is to be constructed in the shops may be substi- 
tuted for the above problems. 

Lettering is an important part of every drawing and it will be 
necessary for each pupil to make several sheets of lettering in order 
that he may learn a uniform system to be used throughout his work. 

It is suggested that all capital letters of a slant of 60° be used. 

The placing of the lettering is an important part of the arrange- 
ment of the sheet. It should not be scattered over the sheet but 
should be grouped perhaps in the lower right hand corner. Slant 
letters appear higher and therefore should be made quite low. 

Letters 3-32" to 1-8" high are suitable for notes. The title or 
name of article drawn may be printed about 3-16" to 1-4" high and 
usually may be placed at the top of the sheet. 

As a foundation for mechanical drawings, to follow a series of 
geometrical problems is necessary. The following are suggested: 
To Bisect a line. 
To Bisect an arc. 
To Bisect an angle. 
To Erect a perpendicular. 

Following these problems more working drawings will be neces- 
sary in order to provide drawings from which to work in the shop. 
The articles will depend on what is to be made in the Manual Train- 



101 

ing shop. The character of the work will depend upon the locality 
in which it is done. Selections may be made from among the follow- 
ing or other simple articles which are to be constructed in the shops. 

Swing board. Double tree. 

Sleeve board. Chicken coop. 

Ironing board. Egg tester. 

Sled board. Foot stools. 

SECOND YEAR. 

Students shoilld continue with shop exercises paying especial at- 
tention to constructive design. 

The study of the difference between good and bad design in fur- 
niture is important. History of the styles of furniture may be 
taken up. Study furniture in its relation to the home. Furniture 
suited to different rooms in the home. 

Suggestive Problems. 

Chairs. Tables. 

Taborets. Bed-steads. 

Stands. Stools. 

The Mechanical Division may be separated into two distinct 
courses at tlie beginning of the third year, namely: The Architectural 
course and the Boys Industrial Course. 

Architectural Course. 

The Architectural course is planned for tliose who wish to pre- 
pare to enter schools of Architecture. Boys who wish to enter col- 
lege with a general knowledge of draAving will doubtless elect this 
course. 

In this course an appeal to the aesthetic should be made. 

Teach princiftles of parallel and angular perspective by free-hand 
drawing of books and boxes in different positions. Convert the 
drawing of a box into that of a simple house adding roof, doors, 
windows. 

The following problems in freehand perspective are suggested 

Draw a box in parallel perspective. 

Draw a box in angular perspective. 

Place a triangular prism upon a rectangular prism and use the 
groups for teaching points in oblique perspective. Show how to 
represent a house In perspective, keeping the vanishing points on the 
paper. Make a larger drawing of a house having the vanishing 
points outside the paper. 



102 
Mechanical Perspective. 

Draw a cube or square prism in parallel perspective. 

Draw a square prism turned at an angle of 45° with the picture 
plane. 

Represent in mechanical perspective a simple house turned at an 
angle of 30° and 60° to the picture plane. Use the roof plan and 
elevations. 

Represent in mechanical perspective a flight of four steps turning 
at an angle of 30° and 60° to the picture plane. 

Problems in projection of shadows may be given here. 

FOURTH YEAR. 

Students make floor plans of their houses drawing to a scale. 
Make a study of houses, cottages and bungalos. Students should 
be encouraged to study magazines and study good plans. 

They should then make plans and elevations for an original house 
or cottage. Drawings should be made in the following order, using 
the same scale for all. 
Floor plan. 
Roof plan. 
Front elevation. 
Side elevation. 
Using these plans and elevations for measurements, make a me- 
chanical perspective drawing of the original house. 

The remainder of the time may be spent either in the study of 
interiors or a further study of buildings. 

Boys Industrial Course. 

The Boys Industrial Course is planned for boys who expect to 
become engineers or draftsmen. 

The work of this course should be of such a character as to teach 
the application of projection to the drawing of machinery, prin 
pies of machine construction and design and commercial drafting- 
room practice. In order to do this the course must contain machine 
lettering and conventions, sketching, designing with the use of 
tables, mechanism, drafting room practice, machine details and 
assembly. 

Machine Lettering and Conventions. 

Classify simple, complex and eomponud machines. Study diiTeent 
methods of power transmission; manner in which speed may be 
varied, overhead, floor and underfloor hangers, size of shafting and 
pulleys; methods of fastening pulleys and gears on shafting; bear- 
ings. 



103 



Suggestive Problems: 
Lathe, 
Pump, 

Steam engine, 
Power saw. 



Sketchinff. 



Sketching of machine parts and lettering. 
Classes of drawing. 
Assembly, 
Details, 

Motor Diagrams, 
Erection. 

First lay-out for sketch ; determine the necessary views. Con- 
sider the methods of representing by freehand perspective, mechani- 
cal perspective, cabinet perspective and isometric drawing. 

Suggestive Problems: 
Monkey wrench, 
Globe valve, 

Lathe parts, y 

Engine parts. 

Designing. 

With the use of the formulas and motion diagrams, found in 
Mechanic's Hand-book, design a piece of machinery to perform some 
work already determined upon. 

Suggestive Problems: 
Levers, belts, gears. 
Simple machine. 
Motion diagrams. 
Cams. 

Detailing. 

Explain the necessity for detail sheet. Secure detail drawing 
sheets from manufacturing concerns and make a study of them. 
Determine upon the arrangement of the sheet. Explain the use of 
notes and necessity for good .drawing technique. 

Suggestive Problems: 

Use sketches made in previous exercise. 

Checking. 

Explain the necessity for checking, the methods of checking and of 
making corrections on drawings. 



104 

Assembly. 

Explain the use of assembly drawing. Relation which it bears to 
detail drawings, Assembly sections, conventions, etc. 

Suggestive Problems: 

Assembly of parts that were detailed in previous drafting 
room practice. 
Explain the use of tracing cloth and blue prints and methods of 
making blue prints in the drafting room. Explain drafting room 
practice. 

Mechanical Drawing. 

Anthony, Machine Drawing, D. C. Heath & Co. 

Anthony, Mechanical Drawing, D. C. Heath & Co. 

J. C. Tracy, Mechanical Drawing, American Book Co. 

C. H. Edminster, . .Mechanical Drawing, American Book Co. 
Chas. A. Bennett, . .Problems in Mechanical Drawing. 

Mathewson, Notes in Mechanical Drawing. 

Mathewson, Applied Mechanical Drawing. 

Mathewson, Perspective Sketching from Working Drawings. 

Littlefield, Notes for Forge Shop Practice. 



THE OUTLINES IN COMMERCIAL SUBJECTS ARE TAKEN 
FROM THE PROCEEDINGS OF THE NORTH CENTRAL AS- 
SOCIATION OF COLLEGES AND SECONDARY SCHOOLS. 

Business Arithmetic (^ unit). 

The object is first of all absolute accuracy, and secondly speed, in 
ordinary business computations. To secure these essentials, not 
less than half of each recitation should be devoted to mental drill 
on simple exercises. For the same reason, no credit whatever should 
be allowed on work involving any error in computation and a rigid 
time limit should be set for all written work. 

As to subject matter, complicated methods and obsolete subjects 
should be eliminated. The topics to be emphasized are: (1) the fun- 
damental operations with integers; (2) common fractions having as 
denominators 2, 3, 4, 6, 8, 12, or 16, and small decimals; (3) a few 
common weights and measures, but not the mass of uncommon ones, 
nor a mixture of denominations (e. g, no merchant sells cloth by 
yards, feet and inches, but by yards and fractions thereof) ; (4) per- 
centage and its more important applications, especially interest and 
discount; (5) short methods, especially thorough drill in the use of 
interest and other calculation tables. 



105 

Text book, supplemented by numerous live exercises from current 
sources, such as stores, trade papers, etc. The methods should be 
planned so as to arouse and sustain interest. 'The class work must 
touch life and breathe the spirit of business." 

Elementary Bookkeeping (1 unit). 

The technical business subjects, especially bookkeeping and sten- 
ography, are vocational in purpose and must therefore be taught 
with a view to practical mastery. This fact should suggest and con- 
trol the method. For example, no credit whatever should be allowed 
unless the work is done neatly, accurately, and at a satisfactory 
rate of speed. And there should be a combination of class and in- 
dividual methods of instruction to secure maximum results. In 
order to establish sound habits, it is also well to provide double 
periods for elementary bookkeeping, and require all work to be done 
in the class room under the eye of the instructor. 

The first requisite is a good, clear business handwriting. Unless 
pupils have it, which they rarely do, they should be required to do 
a prescribed amount of practice writing under the supervision of 
the instructor. 

Definitions of double entry terms, with rules for debit and credit, 
kinds and uses of books. Conduct of a set including the journal, 
cash book, sales book ledger, check book, bank pass book and trial 
balance book; closing of books. Single entry set; changing from 
single to double entry. 

Text book, with exercises so arranged that no two pupils will do 
exactly the same work. 

Advanced Bookkeeping and Business Usage (1 unit). 

Thorough drill on the preparation and interpretation of standard 
business forms, such as bills, receipts, checks, notes, time and sight 
drafts, acceptances, endorsements, invoices, accounts sales, deposit 
tickets, warehouse receipts, express receipts, bills of lading, state- 
ments of account, balance sheets, etc. 

Explanation of busin.ess symbols and abbreviations. 

Bill book, invoice book, special books, loose leaf and voucher sys- 
tems of bookkeeping. 

Each student is to carry on a business of his own, manufacturing, 
banking, wholesale, retail, jobbing or commission; at first as an in- 
dividual, then as a partnership, finally as a corporation, thus in- 
volving the use of several forms of accounts. 

Credit on this course should mean that the school is ready to vouch 
for the student as one thoroughly versed in the principles and prac- 
tice of bookkeeping, who lacks only actual business experience to 
become a competent bookkeeper. 



106 

Business Law (| unit). 

The object of this study is not to make "every man his own lawyer," 
but rather to enable him to keep out of legal complications. Igno- 
rance of the law excuses no one. 

To this end, it is necessary to study the legal principles governing 
business relations, especially contracts, their nature, essentials, and 
effects; further sales, interest and usury, bills and notes, agency, 
partnership, corporations, real property and mortgages, liens, at- 
tachments, surety and guarantyship, bailments, common carrier, 
banking, fire insurance, landlord and tenant. 

Text book, supplemented by S0me study of cases (by way of illus- 
tration), discussions, and practice in drawing legal papers such as 
a contract, note, bill of exchange, bill of sale, bill of lading, power 
of attorney, deed, mortgage, lease, notice of protest, etc. 

Stenography and Typewriting (2 units). 

This work is expected to occupy not less than two periods daily 
for two years. No credit should be given for either shorthand or 
typewriting if taken alone. 

The ''touch" method is strongly recommended in typewriting. 

The object is first, accuracy, and second, speed in taking dictation 
and transcribing notes. Equally essential are correct spelling, capi- 
talization, punctuation and paragraphing. 

No credit should be given unless the following speed is attained; 
at the end of first year, 75 words per minute in dictation and 25 
words per minute on the machine; at end of second year, 500 words 
in 5 minutes dictation, and 35 words per minute in the transcription 
of notes. 

Thorough training should also be given in care of the machine, 
and in methods of copying, manifolding and filing papers. 

Business Spelling and Correspondence (^ unit). 

Pxeliminaiv review of 500 coiamon business words. Thorough drill 
on business correspondence including: 

(1) Form of business letter, beginning and endings, etc. 

(2) Choice of words and structure of sentences with reference 

to clearness and brevity. 

(3) Capitalization, punctuation and paragraphing. 

(4) Writing and answering telegrams and advertisements. 

If the pupil does not write a clear and neat business hand, he 
should be required to make good his deficiency, or no credit should 
be granted for the course. 

Text book, supplemented by letters relating to the most prominent 
industries of the locality. 



107 

Commei'cial Geography (| unit.) 

As the history of commerce is concerned with the past of com- 
merce, so commercial geography describes and seeks to explain the 
geographic distribution of industries and the resulting course of 
commerce to-day. It is "a comparative study of the nations of the 
world, their commercial prominence and their contest for the trade 
of the world." 

The introductory work should cover: (1) the effect of surface, soil, 
climate, etc., that is, the physical factor in commerce; (2) the in- 
fluence of race, religion, education, commercial policiies, etc., that is, 
the human factor in commerce; (3) the effect of economic forces on 
production and commerce; (4) means of transportation and com- 
munication. 

Following this should come a detailed study of the United States 
by sections and then as a whole, with reference to physical features 
and climate, natural resources, population, leading industries, trans- 
portation facilities and commerce, especially foreign commerce; 
then a study of the outlying possessions of the United States; and 
finally a survey of the other important commercial countries from 
the same viewpoint. 

Text book, supplemented by map work and assigned readings. 
For purposes of illustration, samples of commercial staples, lantern 
slides, stereopticon pictures, etc., should be freely employed; and 
whenever possible, visits of inspection should be made and informal 
lectures secured by experts in various districts. Should be preceded 
by physical geography in case both physical and commercial geo- 
graphy are taken. 

Elementary Economics (-| unit). 

The study of Economics is indispensable if the business man is to 
understand the process in which he has a part, and the tendencies 
which are at work in the business world of to-day. 

In the high school, it is necessary to avoid two extremes: the one, 
abstract theory; the other, controversial questions. While not 
omitting theory, emphasis should therefore be placed on historical 
and descriptive matter. 

Text book, with collateral readings, especially on the economic 
history of England and the United States. In the selection of texts 
it is well to avoid large and difficult books intended for college 
classes. 



108 
DOMESTIC SCIENCE. 

COOKING. 

Schools with adequate equipment may carry out the entire course 
in cooking as outlined below. Schools which do not have sufficient 
equipment to complete the course may select such topics as they are 
able to give. The selection of these topics should be governed by 
the needs of the home. 

The study of food and the cooking of it should be an important 
part of the domestic science course. Skill in the preparation of 
food without a knowledge of how to buy and select the proper food 
is not of much benefit to the individual. The preparation of a 
cheaper cut of meat so that it is not only tasty but nutritious should 
be emphasized rather than the preparation of dainty salads, can- 
dies and desserts. Undoubtedly some work should be given in sim- 
ple desserts, as they afford an attractive way to furnish some other 
required food principles. However, a course in which the emphasis 
is placed upon the preparation of dainty dishes would not be a 
desirous one from the standpoint of the actual needs of the home. 

In connection Avith the preparation of foods some time should be 
given to the study and discussion of food values so that the pupils 
will understand what constitutes a w^ell balanced meal, as to cost, 
variety and quality. 

Frequently there will be courses in natural science which parallel 
the work in cooking. In such instances a very valuable correlation 
may be worked out between the cooking and the science whereby 
many experiments may be performed which will be helpful to the 
students. 

This course has been planned to cover one year of school work. 
The time allotted to this work should not be less than 108 hours — 
3 hours a week for 86 weeks. One-half unit of credit to be given for 
this work. 180 hours — 5 hours a week for 36 weeks would be much 
more desirable. At least one hour a week of the time devoted to 
cooking should be devoted to lecture and recitation. During this 
lecture and recitation period preparation for the laboratory should 
be made. The laboratory periods should be not less than two periods 
in length. Effective work cannot be done in a shorter time. 

Owing to the lack of suitable texts many of the diretions will 
have to be given by the teacher to the pupils, who should keep them 
in note books. The girls should be taught not to follow the direc- 
tions by rote, but they should be trained to act and think independ- 
ently. 

This course has been arranged by topics and no attempt has been 
made to divide each topic into separate lessons. This has been left 
to the discretion of the teacher. Nor it is necessary that the topics 
be taught in the order in which they are presented in this course. 



109 

The teacher should aim to present the topics at a time when the 
material for the same can be secured to the best advantage. For 
instance, it would not be desirable to present a lesson in eggs in 
midwinter when the price of eggs, if fresh eggs can be purchased 
at all, is exorbitant. Nor would it be advisable to present a lesson 
in fruits at any other time except when they are in season. In other 
words the aim of the teacher should be to present the various topics 
at a time when the food stuffs are in season and can be purchased 
economically. 

Each teacher should study the needs of the community before she 
gives to her class directions for preparing food. There are few com- 
munities in which conditions are the same. The customs and foods 
differ. All work in cooking should be so planned as to be of use 
in the average home. 

References. 

No one volume is recommended for the cooking teacher. Much 
valuable information may be received from the bulletins published 
by the School of Agriculture and the Experiment Station, State 
College, Pa. Each class should be supplied with several standard 
texts on cookery. The Farmers Bulletins on nutrition issued by 
the Department of Agriculture, Washington, D. C, may be easily 
obtained. 

Contents of Course. 

Kitchen. Size; cost; equipment; arrangement; lighting; ventila- 
tion ; care of the kitchen. 

Sanitation. Reasons for cleanliness; natural and artificial aids 
to cleanliness; care of sink and refrigerator; scrubbing; sweeping; 
dusting; care of dishes. While special instruction may be given in 
sanitation at this stage of the course this work should be given atten- 
tion throughout the entire course. 

Fuels and Cooking Apparatus. Construction; care and operation 
of stoves; various kinds of fuels; cost and convenience; advantages 
and disadvantages of each. 

Food Principles. The following elements are required by the body. 

Carbon, hydrogen, oxygen, nitrogen, sulphur, phosphorus, iron, 
calcium, magnesium, sodium, potassium, iodine (traces), fluorine 
(traces). 

The proteins furnish carbon, hydrogen, oxygen, nitrogen, sulphur 
and sometimes phosphorus. 

Fats furnish carbon, hydrogen and oxygen. 

Carbohydrates furnish carbon, hydrogen and oxygen. 

Water furnishes hydrogen and oxygen, and some mineral matter. 

Mineral matter furnishes phosphorus, iron, calcium, magnesium, 
sodium, potassium, iodine and fluorine. 



110 

These food principles build tissue, give heat, make energy and 
regulate processes of the body. 
Protein's supply energy. 

Fats supply energy in the most concentrated form while carbohy- 
drates supply it in the most economical form. 

Water supplies building material (about 60% of body being water) 
and helps to regulate body processes. 

Mineral matter supplies building material, except nitrogen and 
sulphur, and helps to regulate body functions. 

Examples of foodstuffs rich in each food principle: Proteins — eggs 
milk; cheese; lean meats; fish. Fats — cream; butter; meat fats; 
vegetable oils; nuts; yolk of eggs. Carbohydrates — Cereals and 
cereal products; potatoes and other starchy vegetables; chestnuts; 
sweet fruits; sugar. Mineral matter — milk; green vegetables; 
fruits ; whole wheat and other whole cereal products ; egg yolk. Water 
— fresh fruits ; fresh vegetables ; milk ; beverages, including water as 
such. 

Principal Methods of Cooking. 
Direct application of heat: 

Broiling: Cooking over a glowing fire. 
Roasting: Cooking before a glowing fire. 
Application by means of heated air. 

Baking: Cooking in an oven. 
Heat applied by means of water. 

Boiling: Cooking in boiling water. 

Stewing: Cooking for a long time in water below the boiling 
point. By contact with steam. 
Steaming: Moist; cooking in steamer. 
By heat of steam surrounding vessel. 

Steaming: Dry; cooking in double boiler. 
Heat applied by means of heated fat. 

Frying: Cooking in hot fat deep enough to cover the article 

to be cooked. 
Sautering: Cooking in a small quantity of hot fat. 
Heat applied by means of heated metal. 

Pan-broiling: Cooking in a frying-pan; or 
Pan-baking: On a griddle with little or no fat. 
Braising: A Combination of stewing and baking. 
Fricasseeing: A combination of frying and stewing. 

Water. 

Recitation. Characteristic of sage water; characteristic of pure 
water; hard and soft water; methods of purifying water; uses of 
water in the body and in cooking. 

Practical work: Making beverages, such as tea, coffee, cocoa or 
lemonade. 



Ill 

Fruits. 

Recitation : Uses of various kinds of fruits ; composition and value 
as food; methods of preparing fresh food; decay of fruits; cause and 
prevention of decay; methods of preserving fruits and vegetables; 
sorting; cleaning; storing; drying; sterilizing; the use of sugar, 
spices and vinegar in preserving fruits; harmful preservatives. 

Practical Work: Serving fresh fruits: Stew, bake and steam 
fruits; cook dried fruits; use canned fruits; can fruits; make jam 
and jelly. 

Vegetables. 

Recitation: Composition; kinds; uses; food value. 

Practical Work: Preparation of different kinds of vegetables; se- 
lection of vegetables ; different methods of preparation of vegetables ; 
boiling; steming; stewing; creaming; baking; scalloping; sautering; 
vegetable soups. 

Milk. 

Recitation: Analysis; care, composition and digestion of milk; 
food value of milk; preparation of milk for invalids and infants; 
effect of pasteurizing and sterilizing on nutritive value and flavor. 

Practical Work: Separate milk into its parts; make butter, cot- 
tage cheese, junket; pasteurize milk; make milk dishes; investigate 
home milk supply. 

Eggs. 

Recitation: Composition; food value; preservation of eggs; causes 
of decay; testing; cost at different seasons; use of eggs. 

Practical Work: Preserve eggs for winter use; test for freshness; 
cook eggs in various ways ; cost of egg dishes at different seasons. 

Cheese. 

Recitation : Composition ; food value ; kinds and manufacture of 
same; methods of cooking. 

Practical Work: Make cheese dishes; make cottage cheese; use 
cheese with macaroni. 

Cereals. 

Recitation: Food value; composition; selection; method of prepa- 
ration. 

Practical Work: Cook cereals; serve in various ways; use left-over 
cereals. 

Meats. 

Recitation: Structure; composition and nutritive value; selection 
of meat, tender and tough cuts; reasons and methods of cooking; 
use of lef t-overs ; preservation of meat ; cost of meat. 



112 

Practical Work: Study structure of meat; buy meat at market; 
prepare tough cuts; ])iepare meat stock; make and cook hamburger 
steak ; make meat balls ; prepare pot roasts, stew or friccassee ; cook 
pork, veal, mutton and poultry; roast meats; use left-over meats as 
hash, meat-pies, stews, sandwiches ; cook bacon, corn beef, ham, etc. ; 
make meat dishes using tough cuts. 

Legumes 

Recitation : Composition ; food value ; substitutes for meat. 
Practical Work: Baked beans; dried pea soup. 

Fats and Oils. 

Recitation: Composition; food values; use in the body; kinds and 
source; dangers attendant to use; use of fat for frying; effect upon 
digestion; cost of fats; substitutes for butter in cooking. 

Practical Work : Render fat ; classify fat ; fry cooked and uncooked 
foods using different fats. Make soup from old fat. 

Gelatin. 

Recitation: Source; commercial preparation; composition and 
value as a food; function in the body. 

Practical Work: Make gelatin preparations using commercial 
gelatin. 

Fish. 

Recitation: Composition and value of food; methods of preser- 
ving; methods of cooking; reasons for cooking; varieties; cost; selec- 
tion. 

Practical Work: Cooking fish; salt and dried fish; use left-overs in 
fish balls and croquettes; cook oj^sters. 

Bread. 

Recitation: Methods and materials used in making bread; kind 
of yeast used; amount of flour; kneading; time and temperature 
needed for baking bread and changes produced by this process; 
serving of bread; nutritive value and cost of bread. 

Practical Work : Bake plain, whole wheat, rye and graham bread ; 
bake rolls; make toast, sandwiches; comi)ute cost of bread made. 

Batters and Doughs. 

Recitation : Composition ; kinds and classes of flour ; food value of 
flour; leavening agents — air, steam, soda, baking powder and yeast. 

Practical Work: Make sponge cake, pop-overs, griddle cakes, 
muffins, cakes, biscuits and pastry. 



113 
Salads. 

Recitation : Values as a food ; appetizer ; as a means of furnishing 
a variety and mineral matter; preparation; suitable combinations. 

Practical Work: Select materials for salad; prepare salads; pre- 
pare salad dressings; compute cost of salad. 

Sugar. 

Recitation: Source, kinds; composition; manufacture of sugar; 
properties; value as a food; adulteration. 

Practical Work: Make syrups for preserving; make frostings. 

Beverages. 

Recitation: Tea, coffee; cocoa; chocolate; composition of each; 
their food value ; methods of preparation ; fruit drinks. 
Practical Work: Make tea, coffee, chocolate, cocoa and fruit drinks. 

Meals. 

Recitation: Planning meals so as to reduce cost; secure variety; 
planning meals for the various seasons and for the sick; planning 
lunches. 

Practical work: Serve meals; prepare school luncheons; prepare 
breakfast, dinner and lunch; prepare lunches suitable for workmen. 

Sewing. 

The course in sewing is planned for the Borough, Township and 
small City High Schools, and not especially for Technical High 
Schools. It consists of a general course in garment making, com- 
plete in itself, and some work in millinery. This course is arranged 
to cover at least three periods, preferably five periods, a week for 36 
weeks. Credit for one-half unit to be given for the sewing. One of 
these periods should be used for lecture and quiz work. The remain- 
ing two or four periods should be devoted to practical work. Not 
less than two periods should be taken at one time for this work. 

A discussion of the work and related subjects should be held at 
the quiz period. By so doing the girls may be given helpful sug- 
gestions for overcoming the difficulties that confront them in the 
practical work. The pupils should bring some materials from home 
and test them under the direction of the teacher as to durability 
and kind of material. Frequent visits to woolen and cotton mills 
are very valuable aids in this work. 

The teacher should familiarize herself with the local conditions and 
adapt her teaching to the community and to the needs of the in- 
dividuals. The type of sewing work suited to a small mining com- 
8 



114 

munity would not be suitable to a well-to-do suburban community. 
In the first case a teacher should lay special emphasis on the reno- 
vating of old clothing and the purchase of inexpensive but good ma- 
terials. The teacher should not plan everytliing for the pupils but 
rather encourage them to plan and think for themselves so that they 
may develop independence. The pupils should not be permitted to 
sew without due regard to the time element. They should be re- 
quired to finish their pieces in a reasonable length of time. 

Care should be taken in all sewing work to prevent the children 
from indulging in showy styles. They should be encouraged to make 
all garments along simple and refined lines. Much of the material 
may be brought from home and care taken to limit the expense of 
the article to the means of the individual. 

Note books should be kept by the students in which all directions 
given by the teacher should be entered. Note books should be 
inspected from time to time to see that they are being kept in proper 
form. 

Frequently pattern drafting is included in High School sewing 
courses. The benefit of such work is very much in doubt. It would 
be much better not to rely so much on drafting to make a new pat- 
tern but rather take any pattern available and adapt it to the pur- 
pose for which it is needed. Whatever drafting is given should be 
given with this in view. 

The articles in this course are suggestive only. Undoubtedly, 
the needs of the pupils may be such that some other piece of clothing 
should be made. This is left to the discretion of the teacher. How- 
ever every piece that is made in the sewing room should be of some 
practical use, not a plaything. 

Much help for the teacher and the sewing class may be secured 
from advertisement sheets of laces, cloths and embroideries, also 
samples and cost of the various things advertised. Each sewing 
room should have several of the home magazines in it. Photographs 
of the models of the various styles in clothing are also a great help. 

If the girls have had no previous instruction in sewing, the ele- 
mentary stitches used in garment making must be learned as needed. 
Girls in the high school should not be required to sew by hand any 
longer than necessary. The work should not be all sewing. The 
cutting, measuring, hand work, machine work and other operations 
in garment making should be alternated so as to give each pupil a 
variety of work and experience. Perfect stitches should not be ex- 
pected. However, enough practice to insure usable work should be 
required. Whatever knowledge the individual has acquired should 
be applied in the making of some simple usable articles, such as 
bags, aprons, pincushions. While making such articles much prac- 



115 

tice in the several stitches may be secured. Many useful articles can 
be made by combining hand and machine sewing before actual gar- 
ment construction is started. 

Hand Sewing: The necessary stitches only should be taught. The 
running, gathering, hemming, overhanding, overcasting, slip stitch- 
ing and button holing are sufficient for most garments. The French 
and fell seam, plackets on drawers, shirt or skirt waist sleeves and 
the sewing on of a band are difficult for the girl and some practice 
will be needed. The cross stitch, herring-bone stitch, feather stitch 
and hemstitching may be used for decorative purposes. 

Machine Sewing. The care and operation of the machine should 
be taught. Most girls will need individual practice in straight and 
curved sewing, and in the use of the various machine attachments. 
As little practice on models or pieces of material should be done as 
possible. Most pupils will learn more rapidly and develop skill 
faster when they work upon something that can be used. 

Garment Making. Machine and hand sewing should be com- 
bined in the making of undergarments and other wearing apparel. 
Whatever articles are made by the pupil should have a utilitarian 
value commensurate with the time required to make it. Care should 
be exercised that the article attempted is not beyond the ability of 
the pupil. Simplicity and the need of the student should be the 
keynote to all the sewing work. 

Each girl should plan her garment, select the material and deter- 
mine the cost. She may draft the pattern or purchase one at the 
store. Several pupils should not use the same design. Altering and 
adopting standard patterns and fitting should be taught. 

Wherever decoration is used it should not be elaborate or gaudy. 
It should always be in keeping with the design of the garment upon 
which it is used. Such stitches as the herringbone, cross, chain and 
feather may be used to an advantage for decorative purposes. 

Repair Work. Darning, patching and making over garments 
should be taught. The articles for this work should be brought from 
the home. All pieces used for repair work should be in need of this 
work. 

Millinery. Enough millinery work should be given to enable 
the average girl to make over her hat, trim a frame such as may be 
purchased at a department store. Particular attention should be 
given to the selection of a style of a hat and the color of the trim- 
ming so as to suit the individual. 

The process of washing and ironing should be taught so as to en- 
able the students to launder their wash clothing. Several lessons in 
renovating goods and preserving clothing should be given. This 
work is very valuable from the economic standpoint and is an essen- 
tial element in personal appearance. 



116 

Suggestive Work. 

Articles for use in kitchen and about the home; aprons; caps; 
towels; hemmed; hemming napkins and table cloths; garments; 
drawers; chemise; underwaists; nightgowns; muslin petticoats and 
underskirts; shirt waists of cotton material. 

Darning, Patching and Making Over. Darning underwear, stock- 
ings, sweaters, shirts; patching holes in clothing; shortening or 
lengthening skirts and sleeves; altering sleeves, waists or skirts. 

Millinery. Bowmaking; wiring and lining straw hats; making 
milliner's folds and placing on hat; renovating lace, velvet and silk; 
making a simple hat, frame having been purchased. 

Laundering. Wash and iron the articles which have been 
made in the sewing class, clean clothing and press. 

Suggestive Work for Recitation. 

Clothing. The uses of the various stitches; names and parts 
of a garment; the best material to purchase for different uses; the 
designing and care of clothing ; effect of sun and washing on colored 
materials; cost of clothing related to income; seasonable clothing; 
the relation of clothing to health ; study of good and bad designs for 
clothing; study of various cloths; manufacture, uses and cost. 

Economics. The division of the income; sweatshop work; pur- 
chasing clothing. 

Arithmetic. Computing cost and amount of material required 
for a garment; problem involving fractions when computing amount 
of material needed to cut bias bands; making out of bills and re- 
ceipts for material. 



MANUAL TRAINING. 

The function or purpose of manual training in the school is to give 
the boy a variety of experiences in the handling of tools and to 
teach him the processes by which certain forms of work are com- 
pleted, so that he may make an intelligent selection of his life's 
work. It is not the purpose of manual training to train for any 
one particular occupation, it is a part of general education. All 
boys no matter what their future vocation will be should have some 
knowledge and skill in the use of tools and mechanical operations. 
This knowledge will be a valuable aid in securing independent 
thought and action upon the part of the individual. 



117 

Whatever mechanical processes are used iu the manual training 
shop, they should be in keeping with the best industrial practices 
of the day. Much may be learned as to the practical way of doing 
things by observing the average mechanic at work. Study the 
various operations which he uses, and adopt such ones as give good 
results in a reasonable length of time. 

Each teacher should be familiar with the amount of time neces- 
sary to construct a given article and should insist that the pupils 
make this article in this given length of time with a reasonable 
degree of accuracy. In too many courses the time element is neg- 
lected. Pupils are allowed to take an unreasonable length of time 
to make an article. This tends to decrease their eflSciency rather 
than increase it, and is a handicap to them if they wish to enter a 
commercial establishment or a vocational school. No work is worth 
doing if it cannot be done in a fair length of time. 

All problems which are constructed in the manual training shop 
should have a commercial value. Probably not in the sense that the 
article be sold upon the open market but that it is needed in the 
school or in the home. Frequent visits to industrial shops will be of 
invaluable aid to the manual training work. It will give to the stu- 
dents an idea of commercial and industrial processes and the re- 
quirements of the various industries upon the workers. In other 
words it will give industrial information which Avhen correlated with 
the shop work will enable manual training to fulfil its real function 
— that of assisting the boy to find himself. 



WOODWORKING. 



This course in woodworking has been arranged so as to show the 
operations and tools involved in the construction of a number of 
problems. A few problems are suggested. It is not intended that all 
of these articles should be constructed in the manual training shop. 
The selection of any particular problem should depend entirely 
upon the fact that it fulfills some need of the home, the school or 
the pupil. The teacher should encourage the boys to select and plan 
their own problems. In addition to the wood work, instruction 
should be given in the making of repairs about the school and home, 
as a large number will put their experience into practice by doing 
such work. 

This course is intended to occupy a period of at least 108 hours 
each year — three hours a week for 36 weeks to count as one-half unit. 
However, 180 hours, five hours a week for 36 weeks a year is to be pre- 



118 

ferred. The entire course is not to be less than two years in duration. 
If the minimum length of time be allowed for manual training it may 
be necessary to curtail some of the work planned. To do effective work 
it is necessary that the shop period be not less than two periods in 
length. 

The first year of the course is intended for pupils who have had no 
previous instruction in the use of tools. 

In the construction of an article in wood, there are at least five 
fundamental operations which should be performed. Besides these 
five processes, additional ones must be completed from time to time 
as more advanced problems are undertaken by the pupil. The most 
important of these processes are given below. It is not intended that 
the following order be adhered to in the school shops. 

1. Working Drawing or Plan. A working drawing of the object 
to be built either should be made by the pupil or supplied to him 
before he attempts the work of construction. 

If the drawing be made in the shop, a pencil, compass and rule are 
all that are necessary. 

2. Bill of Material. When the plan has been provided, a bill 
of material should be made out so that the pupil may know the kind, 
quantity and cost of material. This may be written on a sheet pro- 
vided for the purpose or upon ordinary paper. 

3. Laying Out. The various parts of the article to be constructed 
should be laid out upon the rough stock so as to cut the lumber to 
the best advantage. All pieces should be cut larger than the finished 
piece so as to allow for planing to dimensions. The tools required for 
this step are a framing square, try square, rule, gage, pencil, scratch 
awl and knife. 

4. Cutting stock. The tools used are the cross-cut saw and rip 
saw, 

5. Free Planing The use and care of block and jack planes; 
planing with the jack plane so as to secure smooth surfaces; planing 
ends of sticks using the block plane. 

6. Accurate Planing. Planing true surfaces; planing to length, 
width and thickness with the smoothing and fore planes; jointing 
with the jointer. 

7. Modeling. Making curved surfaces by using the turning saw 
and spokeshave. 

8. Chiseling. Chiseling with and across the grain; champering; 
paring tenons; cutting mortises. 

9. Boring. Use and care of the auger bits, expansion bits, drill 
points, gimlets and awls; boring with and across the grain, through 
and to a certain depth with an auger bit. 

10. Joinery. Use of the mitre, lap, mortise and tenon and butt 
joint. Method of laying out joints. 



119 

11. Laying out duplicate parts. Methods of laying out duplicate 
parts as found in the taboret ; using the try square, rule and knife. 

12. Cutting out duplicate parts. Cut out tlie duplicate parts 
layed out in previous operations. 

13. Gluing. Various kinds of glue, methods of preparation, glu- 
ing up various kinds of joints ; gluing up a table joint. 

14. Paneling. Use of the panel plow, router plate and universal 
plane. 

15. Construction. Assembling parts for problems and fastening 
together with screws, nails and glue; putting on hinges, handles, 
etc. 

16. Finishing. Scraping and sanding wood so as to secure a very 
smooth surface; staining and waxing; filling and varnishing or 
shellacing; polishing with pumice; rubbing with steel wool. 

17. Design. The design of a piece of furniture or a cabinet. All 
problems which a pupil attempts should be planed so as to start 
with the simple operations. Each succeeding problem should in- 
volve a greater number and more difficult processes. Below is a 
course illustrative of the manner in which the various processes given 
above may be combined. Also a number of problems are suggested. 
Do not use any rnodel given in this course if it should not meet the 
conditions under which the hoy is tvorking. 

First Year. 

1. Bench-hook, nail boxes, tool box and bird houses. 

2. Drawing board, taboret top. 

3. Picture frame. 

4. Taboret, using mortise and tenon joint. 

5. Book shelves. 

6. Simple chair. 

Suggestive Problems. — Sled, stool, wastepaper box, flower stand, 
bread board, sleeve board, swingle tree, wagon jack, taboret, plate 
rack, umbrella rack, book shelves, peck crate, bird house, stirring 
paddle, milk stool, hatchet handle, egg tester, snow plow, dog kennel. 

Second Year. 
Furniture and Cabinet Making. 

1. Review of fundamental processes. Stool. 

2. Design and construct some piece of simple furniture; make 
working sketches and then the complete mechanical drawing from the 
sketches. Magazine rack. 

3. Design and construct a more difficult piece of furniture, work- 
ing in the mortise and tenon joint. Table. 



120 

4. Design and construct a piece of furniture involving panel and 
drawer construction. Wall cabinet, music cabinet. 

5. Finish the various projects constructed and refinish some old 
piece of furniture. 

6. Upholstering. Upholster some piece of new or old furniture. 
Suggestive ProMems. — Screens, bookcases, tables, chairs, settees, 

tool chests, music cabinet, repair furniture. 

Suggestions for the Teaching of Furniture and Cabinet Making. 

Make a collection of furniture catalogues. These catalogues will 
then furnish the material for a study of design. The pupils should 
criticise the various designs of furniture so as to distinguish be- 
tween good and bad design. Inspection trips should be made to fur- 
niture factories so that the pupils may become familiar with the 
various methods used in the construction of furniture on the com- 
mercial basis. If furniture is needed in the schools make it in the 
shop. When a number of pieces of the same design and dimensions 
are to be made, organize the shop work so that one group will make 
one part, another group make a second part and the third group do 
the assembling, placing in charge of each group a boy as foreman. 
Give instruction in the use, care, operation and dangers of machinery. 
Do as much work with the machines as possible. Give talks on 
cabinet and furniture construction and finishing. 

Each teacher in manual training should correlate the manual 
training work with other subjects. This correlation should be worked 
out with all the problems attempted in the shop. Below is given 
an example to illustrate the manner in which the manual training 
and other subjects may be correlated. For instance, the bench-hook 
is related to drawing because it is essential either to make or to 
have a working drawing made before it can be constructed. It may 
be correlated with botany by making a study of the characteristics 
of the wood from which it is constructed. It may be correlated with 
industrial life by making a study of logging, sawing, seasoning and 
shipping and with the manufacture of nails and screws. The fore- 
going is but one example of the numerous ways by which correlation 
between manual training work and other subjects may be worked out. 



EEFERENCE LIBRARY FOR SMALL HIGH SCHOOLS. 

The following books have been selected after much observation 
and inquiry. The lists include reference works on both general 
and special topics. They are by no means exhaustive, but, we 



121 

hope, will be helpful to teachers and boards of directors in making 
desirable purchases. It is understood, also, that several up-to-date 
texts in each subject taught are accessible to pupils. Those with 
the stars should be selected first and the others added as the funds 
allow. The prices of the books have been quoted by The Baker and 
Taylor Co., 33-37 East Seventeenth St., New York City, from whom 
any number may be selected and purchased at the prices quoted. 

General works of reference. 

*New International Encyclopedia, |10.85. Dodd, Mead & Co., N. Y 
*Webster. International Dictionary, |9.25. 
*Bliss. Encyclopedia of Social Reforms, |5.63. 
*Deems. Holydays and Holidays, |3.33. 
*Walsh. Curiosities of Popular Customs, |2.10. 
*Crabb. Synonyms, 75 cents. 

*Lippincott. Dictionary of Biography and Mythology, |7.20. 
*Champlin. Young Folks' Cyclopedia of Persons and Places, $2.00. 
*Champlin. Common Things, $2.00. 
*Rogent. Thesaurus, 90 cents. 
March. Thesaurus. 
*French. The Study of Words, 88 cents.' 
*Rand and McNally. Atlas (Imperial), |1.00. 
*World Almanac, 40 cents. 
*Fry. Soubriquet and Nickname, $1.34. 

Literature. 

^Granger. Index to Poetry and Recitation, $5.00. 

*Brewer. Reader's Hand Book, $1.20. 

*Brewer. Dictionary of Phrase and Fable, 90 cents. 

*Wheeler. Who Wrote It? $1.20. 

*Wheeler. Who's Who in America, $3.00. 

*Bartlett. Familiar Quotations, $1.80. 

*Matson. References for Literary Workers, $1.34. 

*Ringwalt. Briefs on Public Questions, 90 cents. 

*Brookings. Briefs for Debate, 88 cents. 

*Abbott. Shakespearean Grammar, $1.31. 

Stedman and Hutchingson. Library of American Literature (11 
vols.), $25.00. 

History and Civil Government. 

*Green. Short History of the English People, $1.05. 
*Committee of Seven. Study of History in Schools, 44 cents. 
*Fiske. Critical Period in American History, $1.33. 
*Channing and Hart. Guide to American History, $1.75. 
*Bulfinch. Age of Fable, 30 cents. 
*Bulfinch. Age of Chivalry, 30 cents. 



122 

*Larned. History for Eeady Eeference, |25.00. 
*Harper. Encyclopedia of American History, $25.00. 
. *Bullock. Introduction to the Study of Economics, $1.12. 
*Cheyney. Industrial and Social History of England, $1.23. 
*Bogart. Economic History of tiie United States, $1.57. 
Goodnow. Politics and Administration, $1.13. 
Johnston. Government in State and Nation, $1.40. 
*Kiepert. Maps for Ancient History, $1.40. 

Science and Art. 

*Ames and Bliss. Experiments in Physics, $1.58. 

*Smith and Hall. Teaching of Chemistry and Physics, $1.25. 

*Hertwig. General Principles of Zoology, $1.53. 

*MacDougal. Elementary Plant Physiology, $1.00. 

*Bailey. Principles of Agriculture, $1.10. 

*Wellbourn. Elements of Agriculture (South and AVest), 66 cents. 

*Gifford. Practical Forestry, 90 cents. 

*Pinchot. Primer of Forestry (Pt. 2), 30 cents. 

*French. Animal Activities, $1.00. 

*Ward. Diseases of Plants, $1.40. 

*Dana. Minerals and How to Study Them, $1.13. 

*Chapman. Hand Book of Birds of Eastern North America, $1.90. 

Mill International Geography, $2.33. 

Chamberlain and Salisbury. Geology (3 vols.), $10.50. 
*Hamlin. History of Architecture, $1.34. 
Statham. Architecture for General Readers, $3,00. 
*Van Dyke. History of Painting, $1.00. 
*Marquand. History of Sculpture, $1.00. 



INDEX 



Introduction , 5 

Legislation and Appropriations , 5-7 

Minimum Requirements for Admission to High School, 8-13 

English , 8-9 

Grammar, Language and Spelling, 8 

Selections for Memory Work in the Grades, 9 

Books for Reading and Study, 9 

Arithmetic, 10 

Geography, 11-12 

History, 12-13 

Physiology, 13 

Program of Studies, 14 

Outlines of High School Studies , 15 

I>anguages, 15 

English, 15-27 

Latin , 28-32 

German , 33-35 

French, 36-37 

Mathematics , 37 

Algebra , 37-39 

Geometry, - 40-41 

History , 42-49 

Civics, 49-51 

Science , 51 

First Tear Science, 51-59 

Botany, 59-64 

Zoology, 64-69 

Biology, 69 

Physics, 70-77 

Chemistry, 78-83 

Agriculture, 83-90 

Drawing, 90-104 

Commercial Studies , 104-107 

Domestic Science, 108-116 

Manual Training, 116-120 

Reference Library , 120-122 



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